"The Complete Learning Disabilities Resource Guide" (formerly "The Complete Learning Disabilities Directory") has been a comprehensive and sought-after resource for professionals, families and individuals with learning disabilities since 1992. This twenty-first edition is the most comprehensive and current source of resources…

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…

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…

The article considers the research basis for use of word processing with learning disabled fourth grade students, notes the special demands word processing makes on teachers and students in the initial learning stage, and suggests instructional approaches. (DB)

The study compared stories written on either a word processor or handwritten by 15 children (ages 8-12) with learning disabilities. Use of the word processor resulted in fewer spelling errors for children with severe spelling problems and longer stories for children having problems with the mechanics of the writing task. (Author/DB)

Writing strategies encourage beginning writers to collect, explore, and focus ideas. This paper presents a rationale for fusing the word processor with the writing process and offers a series of pre-writing strategies, such as brainstorming, clustering and chunk writing, to help learning-disabled writers begin writing. (Author/PB)

This study investigated effects of five proofreading conditions on the spelling performance of 12 college students with learning disabilities. Conditions were handwriting with no additional assistance, with a print dictionary, and with a handheld spelling checker; and word processing with no additional assistance and with a spelling checker. All…

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)

Looks at the way thinking has changed regarding one specific application: using word processors to teach writing to students with learning disabilities. Reviews research done in this area. (MG)

This report brings together data from three cycles of replication and serves as a summary of the findings of the Learning Disabled College Writers Project at University of Minnesota-General College. From July 1985 through September 1988, teachers and researchers examined the impact of microcomputer word processing on the classroom performance of…

Fifteen learning-disabled students, aged 8-12 years, showed marked improvement in their story writing when they used a word processor as compared to handwritten stories. Children with severe spelling problems made fewer errors in their word-processed stories. Reluctant writers tended to write longer word-processed stories compared to handwritten…

A pilot study examined the influence of team teaching, the use of computers, conferencing, and one-to-one immediate feedback on the development of writing skills of learning disabled students at Genesee Community College. Twelve students identified as learning disabled (LD) and who demonstrated great difficulty in introductory English classes were…

The paper describes the application of a computer-assisted writing program in a special high school for learning disabled and dyslexic students and reports on a study of the program's effectiveness. Particular advantages of the Macintosh Computer for such a program are identified including use of the mouse pointing tool, graphic icons to identify…

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)

Designed for use by elementary school teachers, this discussion paper discusses the use of the word processor in the teaching of writing. The paper examines both the positive and negative aspects of computer use. After comparing the writing process with the problem solving process, the newsletter provides articles relating teachers' experiences…