![]() Review of Educational Research, 63(1), 69-93.Ĭrealock, C., & Sitko, M. (1993). The word processor as an instructional tool: A meta-analysis of word processing in writing instruction. Experimental & Quantitative Evidenceīangert-Drowns, R. expanded keyboards, single switch devices, or other assistive technologies, etc.) for students with physical disabilities are typically considered the most enabling of options. These advantages are undoubtedly considered so self-evident that adequate experimental studies – on learning - have not been conducted. Scholarly reviews and opinion pieces are primarily limited to reports on comparative techniques and technical advances for mobility and dexterity rather than improvements in learning. dysgraphia). In contrast, there are no experimental research studies that show evidence of improved learning for students with severe motor disabilities. This is remarkable since the advantages of physical and motor options (e.g. dyslexia) or students who have specific writing disabilities (e.g. Most of the experimental studies on providing options in the mode of physical response are concentrated on the improvements to learning made possible by providing keyboarding and voice recognition options for several types of students: typically achieving students, students who have high incidence learning disabilities (e.g.
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