Date of Award

1-1-2000

Degree Type

Thesis

Degree Name

Master of Education

Faculty

Faculty of Community Services, Education and Social Sciences

First Advisor

Professor Peter Cole

Second Advisor

Dr. Amanda Blackmore

Abstract

Three male year nine students with learning disabilities were given an intervention program that involved use of a word processor to write science fiction stories. The program was conducted over a five-week period. The effects of the use of the word processor alone were compared to the effects of the provision of an interactive teaching course program in conjunction with a word processor. The treatment program was a single subject treatment design. One participant's writing improved to an equal extent whether or not an interactive teaching program was provided. A second participant's fluency, spelling and the number of unique words written improved more if an interactive program that provided feedback were provided than if he used the word processor alone. The mechanics of his writing improved regardless of the provision of an interactive program. The third participant's spelling improved more if an interactive teaching program that provided feedback were provided. The mechanics of his writing improved regardless of the provision of the interactive program.

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