The article describes an approach by which word processing helps to solve some of the writing problems of learning disabled students. Aspects considered include prewriting, drafting, revising, and completing the story. (CL)

Finds an approach to improving revision skills that integrated strategy instruction, peer response, and word processing to be highly effective with seventh- and eighth-grade students with learning disabilities. (SR)

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…

Eleven fifth- and sixth-grade learning-disabled students composed and revised stories using handwriting, dictation, and word processing. Dictated stories differed from other formats on product measures such as length, quality, and grammatical errors. Differences between handwritten and word-processed stories were found on the process measures of…

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)

This article describes a highly structured approach for improving the revising skills of students with learning disabilities that combines peer response, strategy instruction, and word processing. The strategy guides students in both the social and cognitive aspects of response and revision. Two studies demonstrating the effectiveness of the…

Addressing writing instruction for students with special needs, this annotated bibliography contains 26 references of articles and papers in the ERIC database. The citations in the first section discuss the advantages and disadvantages of using word processors in writing instruction with learning disabled (LD) students and suggest instructional…

Three learning-disabled students, aged 10-11, received self-instructional strategy training for improving revision skills for essays they composed on a word processor. Strategy instruction positively impacted on students' revising behavior and the length and quality of their written products. Effects were maintained over time and generalized to…