The effects of text-based and graphics-based software tools on planning and organizing of stories

被引:11
作者
Bahr, CM
Nelson, NW
VanMeter, AM
机构
[1] WESTERN MICHIGAN UNIV,ENABLING TECHNOL CTR,KALAMAZOO,MI 49008
[2] WESTERN MICHIGAN UNIV,DEPT SPEECH PATHOL & AUDIOL,KALAMAZOO,MI 49008
关键词
D O I
10.1177/002221949602900404
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
This article describes a research study comparing the effects of two computer-based writing tools on the story-writing skills of fourth-through eighth-grade students with language-related learning disabilities. The first tool, the prompted writing feature of FrEdWriter (Rogers, 1985), allowed students to answer story grammar questions, then type stories using those responses as the plan; the second tool, Once Upon a Time (Urban, Rushing, & Star, 1990), allowed students to create graphic scenes, then type stories about those scenes. Nine students attended a series of afterschool writing labs twice weekly for 11 weeks, using each tool for half of the writing sessions. Group results did not clearly favor either tool; however, individual differences suggested that use of planning features should be linked to student needs. Students who had less internal organizational ability benefited from the computer-presented story grammar prompts and wrote less mature stories when using the graphics-based tool. Students with relatively strong organizational skills wrote more mature stories with the graphics-based tool.
引用
收藏
页码:355 / 370
页数:20
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