Technology-mediated writing: It’s not how much, but the thought that counts
Abstract
Struggling writers including students with disabilities (SWD) need instructional strategies to support their ability to write independently. Integrating technology-mediated instruction to support student writing can mitigate students' challenges throughout the writing process and personalize instruction. In the present group design study, teachers taught 11 to 12 year olds in sixth grade with varying abilities to use a technology-based graphic...
Paper Details
Title
Technology-mediated writing: It’s not how much, but the thought that counts
Published Date
Feb 20, 2021
Journal
Volume
18
Issue
5
Pages
480 - 495
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Notes
History