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Write:OutLoud Research

 

The following studies will provide you with research outcomes that support the Write:OutLoud program.

 
 

Write:OutLoud | Case Study: Sarah C. Williams Appalachian State graphicHow Speech-Feedback and Word-Prediction Software Can Help Students Write


Sarah C. Williams - TEACHING Exceptional Children Vol 34 Number 3 ©2002, Council for Exceptional Children (CEC)


 
 

Co:Writer | Canada Study graphicBuilding Blocks for UDL by the team at Birchland Elementary School, Port Coquitlam, BC




 

 

 

Co:Writer | ATIA pdf graphic for SOLO Write:OutLoud Co:WriterTechnology to Support Writing by Students with Learning and Academic Disabilities:  Recent Research Trends and Findings


George R. Peterson-Karlan - Assistive Technology Outcomes and Benefits Vol 7 Number 1  ©2011, Assistive Technology Industry Association (ATIA) and Special Education Assistive Technology (SEAT) Center.

 

 

Co:Writer Write:OutLoud Research Study graphicResearch Study: Using Software to Enhance the Writing Skills of Students with Special Needs

Jennifer Cullen, Dayton, Ohio Public Schools, Stephen B. Richards and Catherine Lawless Frank, University of Dayton. Journal of Special Education Technology 23, 2008 (2), 33-43 (PDF 1.1 KB)

 


Write:OutLoud | SOLO NCTI Case Study graphicCase Study: SOLO NCTI Quasi-Experimental Research Study Shows Increased Writing Gains when Technology is Paired with Instruction

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)

 


Word Processing with Speech Synthesis and Word Prediction: Effects on Dialogue Journal Writing of Students with Learning Disabilities

MacArthur, C. A., Word Processing with Speech Synthesis and Word Prediction: Effects on Dialogue Journal Writing of Students with Learning Disabilities. Learning Disability Quarterly, Vol. 21, No. 2 (Spring, 1998), pp. 151-166

Abstract. Five Students, ages 9 and 10, with learning disabilities and severe writing problems write in dialogue journals to their teacher. They used a standard word processor during the baseline phases and a word processor with speech synthesis and word prediction features during treatment phase. The special features had a strong effect on the legibility and spelling of written dialogue journal entries for four of the five students. During baseline, the writing of these four students ranged from 55%- to 85%-legible words and 42% to 75% correctly-spelled words. All four increased their percentage of both legible and correctly-spelled words into the 90-100% range.
 

Using technology to enhance the writing processes of students with learning disabilities

MacArthur, C. A. (1996). Using technology to enhance the writing processes of students with learning disabilities. Journal of Learning Disabilities, 29,344-354.
Reviewed ways that technology can support writing processes, including basic transcription and sentence generation, planning and revising processes and collaboration and communication.


Write:OutLoud Research graphicEffects of speech synthesis on the proofreading efficiency of postsecondary students with learning disabilities

Raskind, M. H., & Higgins, E. (1995). Effects of speech synthesis on the proofreading efficiency of postsecondary students with learning disabilities. Learning Disability Quarterly, 18,141- 158.
Compared three revising conditions with college students with learning disabilities: speech synthesis, reading aloud by a human and no assistance. Overall, students found the greatest proportion of errors using speech synthesis (35%), followed by the human reader (32%) and no assistance (25%). The report did not provide data on the number of errors actually corrected, only on errors found.

 

 



SETP3-1pp16-22-1 pdf graphicMeasuring Effectiveness: Technology to Support Writing (pdf)

Sally Fennema-Jansen
(Special Education Technology, January/February 2001, pp.16-22)
This article consists of 8 pages.

  

Effects Writing website graphicThe effects on children’s writing of adding speech synthesis to a word processor

Borgh, K., & Dickson, W. P. (1992). The effects on children’s writing of adding speech synthesis to a word processor. Journal of Research on Computing in Education, 24, 533-544. Compared word processing with and without speech synthesis with non-disabled second- and fifth-grade students. Students did more revising after each sentence with the speech synthesis and less revising at the end. No differences were found in length or quality of writing.