Draft:Builder Research
(PDF files, requires Adobe Acrobat Reader)
Santina Montagna Brown, an AT specialist for Fairfax County Public
Schools, in collaboration with special education and ESOL educators at
Orange Hunt Elementary School designed this technology program. Results were measured by a standard writing rubric and demonstrate two-years of repeatable increases in improving students’ writing skills. Farifax County Public Schools and Orange Hunt Elementary School, Virginia,September 2008. (PDF 688 KB)
Proven Writing Strategies Paired with Innovative Technologies Increased
Student Outcomes (on Average) 24% for Low, Middle and High Performers -
SOLO®. Implementation Model Karen Erickson, Ph. D., Associate Professor
University of North Carolina at Chapel Hill. September 2006 (PDF 808
KB)
Read this chart to see how Draft:Builder can help you meet state and national standards in your classroom. (PDF 128 KB)
Sturm, J. M., Rankin-Erickson, J. L. (2002). Learning Disabilities: Research & Practice, Vol. 17, 124-139.
In
this study of concept mapping and expository writing, 12 eighth-grade
students with reading difficulties composed descriptive essays under
three conditions: no-map support, hand-map support, and computer-map
support. Both hand-maps and computer-maps resulted in increases in
number of words, number of T-units, and holistic writing scores.
Students' attitudes toward writing were most positive in the
computer-mapping condition.
Janet M Sturm, Joan L Rankin-Erickson
(2002) Effects of Hand-Drawn and Computer-Generated Concept Mapping on
the Expository Writing of Middle School Students with Learning
Disabilities
Learning Disabilities Research & Practice 17 (2) , 124–139 doi:10.1111/1540-5826.00039
Ayres, K.M., Blankenship, R.L., Langone, J. (2005). Journal of Speical Education Technology, Vol. 20, 16-23.
Three students with behavior disorders who exhibited
difficulty with reading in content area courses learned to use a
computer program to create cognitive maps. Using a modified
multiple-probe design across behaviors or stimulus sets, replicated
across students, allowed for the evaluation of student performance on
written and oral quizzes. All students improved reading comprehension
of content material with this intervention. (PDF 872 KB)
The
academic and social demands of school and classroom environments place
unique demands on students with emotional and behavioral disorders
(EBD). Assistive technologies provide a resource that largely remains
untapped in the management of behaviors.
This article outlines four tips teachers may use as they select from an
array of assistive technologies designed to address specific learning
and behavioral needs of students. In addition, the authors recommend
available hardware and software teachers may use when teaching students
with EBD.
Parette, Jr, H.P., Crowley, E.P., Wojcik, B.W. (2007). Reducing overload in students with learning and behavioral disorders: The role of assistive technology. TEACHING Exceptional Children Plus, 4(1) Article 4. http://escholarship.bc.edu/education/tecplus/vol4/iss1/art4
Writing has become a focal point for
school improvement across the country. As a key component in the
improvement process, teachers are looking for interventions that
improve the writing skills of all students. One of the most difficult
areas in writing improvement has been in working with students with
special needs. Englert, Raphael, Anderson, Anthony, and Stevens (1991)
wrote, "Students with learning disabilities experience the most serious
deficits in the area of written language" (p. 98), and this view is
reflected in a review of the literature. The question this raises is
how do we help these students improve their writing?
Building Blocks for UDL by the team at Birchland Elementary School, Port Coquitlam, BC
Case Study: Writing Program Uses Technology to Improve Student Writing Scores Based on Standard Writing Rubric
Case Study: SOLO NCTI Quasi-Experimental Research Study Shows Increased Writing Gains when Technology is Paired with Instruction
Draft:Builder National Standards Correlations
Article: Effects of Hand-Drawn and Computer-Generated Concept
Mapping on the Expository Writing of Middle School Students with
Learning Disabilities (full article)
Article: Effects of computer-based cognitive mapping on reading comprehension for students with emotional behavioral disorders (full article pdf)
Article: Reducing overload in students with learning and behavioral disorders: The role of Assistive Technology (full article)
Article: Writing with Special Needs Students (full article)