[Software Solutions To Help A Specific Disability: Learning]

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ACKNOWLEDGEMENT

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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ABSTRACT

This investigation examined the effects of currently available word prediction software programs that support phonetic/inventive spelling on the quality of journal writing by six students with severe writing and/or spelling difficulties in grades three through six during a month-long summer writing program. A changing conditions single-subject research design was used and replicated across the participants. Using a daily writing prompt, students alternated between Co:Writer, WordQ, and WriteAssist word prediction programs. The results provided evidence for the effectiveness of various word prediction programs over word processing, and demonstrated improvements in spelling accuracy across conditions. Relative gains in the total number of words and composition rate were modest for the majority of the participants and should be interpreted with caution due to several methodological issues. The social validity interviews revealed that all students enjoyed the word prediction programs and found them beneficial. Study limitations and recommendations for future research are discussed. In recent years there has been an increasing interest in technology applications for students with high-incidence disabilities, including students who struggle with writing. Several applications have been discussed in the literature. Writing is a complex skill and students may experience difficulties with a variety of aspects, including mechanics and written content expression; however, computer-related technologies can enable students to bypass their deficits and support them through all stages of the writing process. To date, accumulated research has shown the effectiveness of word processors for ease of text alteration and manipulation, as well as spell checkers and other aids for ease of editing. Text-to-speech software programs that allow users to hear written products have been found to be effective for accuracy monitoring. Outlining and brainstorming programs that allow visual representation of ideas have been shown to support users in planning and organizing their writing. In addition, the use of speech recognition programs, which transform spoken words into text, have resulted in longer, more complex and accurate writing passages by students with learning disabilities and/or writing difficulties. Despite the available research, the area of assistive technology for students with mild disabilities is still not fully developed. While some evidence of the effectiveness of the technology exists, few studies have investigated its use by students with high-incidence disabilities in authentic learning environments, such as schools or other educational programs. This is true for the utilization of word prediction software for students with learning disabilities. Word prediction programs were originally created for users with physical disabilities, and were designed to increase typing rate and decrease spelling ...