In an age when students are increasingly expected to demonstrate technology-based writing proficiency, fluency challenges with word processing programs can pose a barrier to successful writing when students are asked to compose using these tools. The current study was designed to determine whether differences existed in typing fluency and digital…

In this article, I discuss research on the use of technology to support the writing of students with learning disabilities. Struggling writers can benefit from a wide range of computer applications for writing. Word processing, spelling checkers, word prediction, and speech recognition offer support for transcription and revision. Word processing…

Writing is a multifaceted, complex task that involves interaction between physical and cognitive skills. Individuals with physical disabilities vary in terms of both their physical and cognitive abilities. Often they must overcome one or more significant barriers in order to engage in the task of writing. Minimizing or eliminating barriers is…

Based on a study of eight LD students learning to use word processing, the paper makes recommendations for evaluating word processing software and designing instruction that is sensitive to students' difficulties. (Author/CL)

The author reviews software programs in creative writing for students with learning disabilities. In addition to processing programs, software that focuses on story building, revising, poetry writing, and narrative and expository writing is considered. (CL)

The paper reviews the advantages and disadvantages of using word processing programs with learning disabled students, describes some available programs, delineates criteria for selection of word processing programs, and considers expanded uses of word processing with this population. Advantages of word processing programs for learning disabled…

Organization and word processing software programs empower students with disabilities to become more independent in their writing. In this article, the authors describe techniques for incorporating organizational programs and word processing features into the writing process. Beneficial features include word prediction, voice output, spell…

The article describes ways in which learning disabled students can use simple database management and word processing programs as active users. Involvement in these types of computer applications allows the user to be an active, creative communicator. (CL)

Instructional strategies for teaching learning-disabled students to use word processing for writing are considered. The features of three word processing programs useful for these students are compared for usefulness in a variety of curriculum applications. (Author/DB)

Computer software that promotes creative and higher level thinking skills and develops writing ability in gifted students with learning disabilities is examined. Brief descriptions and appropriate grade levels are offered for such programs as "Science Toolkit,""Advisor,""VCR Companion,""Rocky's Boots,""Hinky/Pinky,""Story Sketches,""Author!…

Word processing software can accommodate the writing deficiencies of high-functioning, learning-disabled college students, but documentation frequently needs revision for increased user-friendliness, better instructional layout, less complex syntax, and repetition of key concepts. A sample revision of one program is presented, focusing on switch…

The paper examines ways to use word processing programs to ameliorate children's writing problems. Case studies of three children contrast samples of their handwritten work and their compositions using word processing A list of word processing programs for use with children with special needs is included. (Author/DB)

Two studies with a total of 82 students (grades 5-7) with learning disabilities found that, unaided, students corrected 9% of their errors; with spelling checkers, they corrected 37% of errors. Spelling checkers failed to identify about 30% of errors. Students usually selected the correct word from spelling checker suggestions. (Author/DB)

The paper describes and evaluates the use of computer instruction with three student populations: severely handicapped, severely emotionally handicapped, and learning handicapped. In the first instance, instruction was aimed at helping severely handicapped students operate software as independently as possible. Important steps in the instructional…

As part of a three-year federally funded research program intended to shed light on the writing processes of learning disabled college-aged writers (with special emphasis on the use of technology in creating workable mainstreamed curricula), this paper records in an interview format the responses of students to the program, including word…