The effectiveness of word-processing as a supplementary written language intervention was examined in a sample of 14 children with mild intellectual disability. The children were enrolled in two special classes in an Auckland primary school. The study was initiated in the senior classroom (age-range 9–11 years), where a personal computer had been installed. In the initial week the children were taught to use a word-processing package, and for the next eight weeks, the children used the computer for daily writing activities. The computer was then shifted to the junior classroom (age-range 6–8 years), and after an initial 1-week period of learning to use the computer/software, the children used the computer for daily writing activities for the next four weeks. Samples of the children’s writing were collected over a 16-week period immediately prior to the introduction of the computer and immediately following the completion of the computer writing period. Each of the samples was subsequently rated on eight qualitative categories. Both classes showed significant improvements in the “organisation” of their writing, and the senior class also showed an increase in their “authority” as authors. The results suggest that use of a word-processing package can help to facilitate the written language development of children with mild intellectual disability
Beyond Print: Journeying Beyond the Page to Uncover the Social Influences on the Meaning of Pre-Kindergarten Children's Writing
