Improving the Writing Skills of Students with Learning Disabilities: Are Word Processors with Spelling and Grammar Checkers Useful?

Abstract

Students with learning disabilities encounterdifficulty in all stages ofthe writing process, and word processing has been proposed as one strategy for improving their writing performance. In this largen study, the effects oftwo technology-based editing and revising tools, spelling and grammarcheckers, were investigated. Students in three technology groups wrote with different configurations of a word processor with both a spelling and grammar checker; traditional group students wrote with paper and pencil. A comparison group of general education students received no experimental treatment. All groups of students with learning disabilities showed improvement in writing accuracy and quality, although not in attitude toward writing. The achievement gap between students with learning disabilities and general education grade peers narrowed only in the area of writing accuracy. Technology group students were more successful than traditional group students in reducing the number ofmechanics errors, particularly non-real word spelling errors, and in making positive changes from first to final drafts. Findings in the area of written grammar were mixed. Recommendations are provided for the selection and use of spelling and grammar checking tools.