Adolescent students with disabilities can benefit from technology based interventions for writing instruction, but with so many different tools available, it can be difficult to determine how best to spend classroom time. Students with disabilities struggle with composition knowledge when compared to their typically developing peers (Bouck, Meyer, Satsangi, Savage, & Hunley, 2015; Englert, Zhao, Dunsmore, Collings, & Wolbers, 2007; Evmenova et al., 2016; Smith & Okolo, 2010). This article examines the benefits of using technology to support struggling student writers. The article seeks to connect research supporting technological tools with decisions made by classroom teachers. Four effective practices (the benefits of authentic audiences, the benefits of technology as a pre-writing scaffold, the benefits of word processing programs, and the benefits of computerized feedback) are examined. For each practice, the current research is synthesized, limitations are noted, and classroom applications are provided. Directions for future research and unanswered questions are discussed in the conclusion.
Keywords: secondary writing, struggling writers, technology, word processing
"Using Technology to Support the Writing of Adolescents with Disabilities,"
The Reading Professor: Vol. 43
, Article 8.
Available at: https://scholar.stjohns.edu/thereadingprofessor/vol43/iss1/8