Word Prediction Programs with Phonetic Spelling Support: Performance Comparisons and Impact on Journal Writing for Students with Writing Difficulties

Autor/inn/en	Evmenova, Anna S.; Graff, Heidi J.; Jerome, Marci Kinas; Behrmann, Michael M.
Titel	Word Prediction Programs with Phonetic Spelling Support: Performance Comparisons and Impact on Journal Writing for Students with Writing Difficulties
Quelle	In: Learning Disabilities Research & Practice, 25 (2010) 4, S.170-182 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/j.1540-5826.2010.00315.x
Schlagwörter	Writing Difficulties; Journal Writing; Computer Software Evaluation; Phonetics; Assistive Technology; Invented Spelling; Elementary School Students; Grade 3; Grade 4; Grade 5; Grade 6; Research Design; Evidence; Word Processing; Student Improvement; Accuracy; Writing Improvement; Writing (Composition); Interviews; Student Attitudes; Prediction; Program Effectiveness; Comparative Analysis; Interrater Reliability; Validity; Computational Linguistics; Preferences + Suchen Sie Ihr Suchwort? Schreibstörung; Zeitschriftenaufsatz; Softwareanalyse; Phonetik; Fonetik; Rechtschreibdidaktik; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Forschungsdesign; Evidenz; Textverarbeitung; Schreibübung; Interviewing; Interviewtechnik; Schülerverhalten; Vorhersage; Interrater-Reliabilität; Gültigkeit; Linguistics; Computerlinguistik
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. (Contains 3 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10