ABSTRACT
Students in grades 5 to 9 (ages 10 to 14; 6 girls, 27 boys) who had persisting specific learning disabilities in transcription (handwriting and spelling) completed three kinds of composition tasks requiring translation (thought to written language) on iPads using alternating transcription modes (stylus or keyboard) across every three lessons: personal narratives (6 lessons) and written summaries about read source material (integrated reading-writing) and heard source material (integrated listening-writing) (12 lessons). Before composing summaries, students clicked sequentially one at a time onto translation strategies, which they read and heard through earphones, and could click on again as needed during summary writing: (a) Level I composing of the very next sentence, and (b) Level II composing of a higher-level discourse structure. ANOVAs showed that Level I strategies were used significantly more often than Level II strategies; but the main effect for transcription mode was not significant. Written summaries of read source material had more errors in main ideas and factual details than heard source materials, but not more irrelevant statements. Applications of results are discussed for using computers for writing instruction, not just accommodations, for students with persisting transcription disabilities.
ABSTRACT
Fourth graders whose silent word reading and/or sentence reading rate was, on average, two-thirds standard deviation below their oral reading of real and pseudowords and reading comprehension accuracy were randomly assigned to treatment (n=7) or wait-listed (n=7) control groups. Following nine sessions combining computerized rapid accelerated-reading program (RAP), which individually tailors rate of written text presentation to comprehension criterion (80%), and self-regulated strategies for attending and engaging, the treated group significantly outperformed the wait-listed group before treatment on (a) a grade-normed, silent sentence reading rate task requiring lexical- and syntactic level processing to decide which of three sentences makes sense; and (b) RAP presentation rates yoked to comprehension accuracy level. Each group improved significantly on these same outcomes from before to after instruction. Attention ratings and working memory for written words predicted post-treatment accuracy, which correlated significantly with the silent sentence reading rate score. Implications are discussed for (a) preventing silent reading disabilities during the transition to increasing emphasis on silent reading, (b) evidence-based approaches for making accommodation of extra time on timed tests requiring silent reading, and
