Computerized Instruction in Translation Strategies for Students in Upper Elementary and Middle School Grades With Persisting Learning Disabilities in Written Language

Authors

  • Jasmin Niedo University of Washington
  • Steve Tanimoto University of Washington
  • Robert H. Thompson University of Washington Computer Science and Enginnering
  • Robert D. Abbott University of Washington
  • Virginia W. Berninger University of Washington

DOI:

https://doi.org/10.18666/LDMJ-2016-V21-I2-7751

Keywords:

personal narratives, writing summaries, read versus heard source material, transcription disabilities, translation strategies for next sentence, translation strategies for text, integrated reading-writing, integrated listening-writing, selfregulated writi

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.

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Author Biographies

Jasmin Niedo, University of Washington

Ph.D., facilitator UW Extension Continuing Education

Steve Tanimoto, University of Washington

Professor

Computer Science and Engineering

Robert H. Thompson, University of Washington Computer Science and Enginnering

Ph.D. candidate

Robert D. Abbott, University of Washington

Professor,

Statistics and Measurement

Virginia W. Berninger, University of Washington

Professor, Educational Psychology

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Published

2016-11-11

Issue

Vol. 21 No. 2 (2016)

Section

Articles

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