Drawing from sociocultural theory, this research investigated the effects of synchronous computer-mediated communication (SCMC) in the development of writing fluency. Likewise, the study aimed at confirming previously cited affective benefits linked to SCMC. Measuring fluency in words per 30 minutes, the study compared pre and post-test essay scores of two groups of ESL learners (a control group and a SCMC group) in two intermediate levels. Two evaluation questionnaires were also administered to the SCMC group in order to obtain students' opinions of this technology-based medium, and to analyze change in their perceptions. The SCMC group outperformed the control group in fluency scores, although the difference was not statistically significant. Furthermore, the qualitative analysis found positive results in terms of linguistic and affective benefits derived from this innovative use of computer.

Written expression can be a critical skill for academic, vocational, and social pursuits. Unfortunately, research suggests that students with intellectual and developmental disabilities (IDD) struggle to develop writing skills. Paragraph text-writing is a component of written expression and refers to constructing multiple sentences about a singular topic with appropriate capitalization, punctuation, and grammar. The present study investigated the effects of a multicomponent intervention of explicit instruction and timed practice on the paragraph text-writing skills of four secondary student with IDD. The study included four dependent measures (paragraph text-writing rubric, total words written, and correct and incorrect writing sequences) and used a multiple-probe across participants design. Visual analysis and effect sizes revealed modest results. Three participants showed improvement on at least one of the dependent measures; one participant showed no improvement at all. The practical implications of this study are discussed within the context of existing writing literature, and the limitations are presented.

A quasi-experimental study determined the effects on students' spelling accuracy when cross-age tutors focused on fixing spelling in writing with their tutees. Fourth-grade tutors, both trained and untrained, helped second-grade tutees fix spelling mistakes in their writing using two strategies: visual memory and word parts. A control group of second and fourth graders were instructed to independently use these two strategies to fix mistakes in their writing. Second graders overall had significant gain scores on measures of spelling accuracy and writing fluency. Regression analyses showed that these gains were not due to a student's participation in either cross-age tutoring or the control group. No significant gain scores were found for fourth graders. These results seem to indicate that cross-age tutors may not be academically beneficial for either tutors or tutees. However, descriptive statistical analyses and informal observations made during cross-age tutoring sessions imply that cross-age tutors can be a valuable educational tool.

No description available.

Writing is a multifaceted, complex task that involves interaction between physical and cognitive skills. Individuals with physical disabilities vary in terms of both their physical and cognitive abilities. Often they must overcome one or more significant barriers in order to engage in the task of writing. Minimizing or eliminating barriers is important because opportunities are greater for individuals who can effectively communicate their ideas via writing. Assistive technology (AT) is an increasingly effective solution to increase typing fluency. The purpose of this study is to examine if word prediction software, a commonly used software program used with individuals with learning disabilities, will be effective for those with physical impairments to increase typing rate and reduce spelling errors (fluency). Data will be collected for words correct per minute (WCPM) and errors (e.g., spelling). Four middle- or high school-aged participants with diverse physical disabilities will be recruited in this single subject, alternating treatment design. Participants will type for three-minute timed sessions using either a standard word processor or Co:Writer 4000, a word prediction software program. Specific research questions are: (a) to what extent will students with physical and health disabilities produce greater WCPM when writing a draft paper on a common topic using word prediction rather than word processing, (b) to what extent will the use of word prediction software result in the production of different types of errors compared to errors produced using word processing, (c) to what extent will the use of word prediction software increase accuracy by decreasing spelling errors, (d) to what extent will more text be produced using word prediction software than with word processing, and (e) to what extent will word prediction increase motivation or willingness to write? Data will be graphed and analyzed for bifurcation. Bifurcation will be determined by examination of the means, level of performance, and trend. Finally, examination of errors will be used to verify spelling accuracy.

nÃo hà / Este trabalho apresenta uma pesquisa de cunho quantitativo que analisa se e de que maneira o esforÃo cognitivo e a fluÃncia de escrita nos processos cognitivos envolvidos na produÃÃo escrita em inglÃs (L2/LE) sÃo afetados pela tarefa de produÃÃo (anÃncio, aviso e convite) e pelo meio (celular, tablet e computador). Partindo de uma lacuna nos estudos sobre tecnologia e escrita em lÃngua estrangeira, e tendo como aporte teÃrico os modelos cognitivos de escrita (HAYES, FLOWER, 1980; HAYES, 1996; BEREITER, SCARDAMALIA, 1987, 1992) e estudos sobre esforÃo cognitivo (KELLOGG, 1987; PIOLAT et al, 2001; OLIVE et al, 2009) e fluÃncia (KELLOGG, 1996; STAPLETON, 2010; LATIF, 2013), nosso estudo verificou o esforÃo cognitivo, medido pelo tempo despendido no processo de planejamento e no processo de traduÃÃo na produÃÃo textual em funÃÃo da tarefa realizada e em funÃÃo do meio utilizado. TambÃm nos propomos a observar a fluÃncia, estimada pelo nÃmero de palavras digitadas em um minuto no processo de traduÃÃo, na produÃÃo de gÃneros textuais distintos em celulares, tablets e computadores. Para isso, tivemos como participantes da pesquisa 34 professores brasileiros de inglÃs (LE), graduados (ou graduandos) em Letras com habilitaÃÃo em inglÃs. A seleÃÃo dos participantes se deu por amostragem de conveniÃncia. Cada participante teve que realizar trÃs tarefas de escrita, uma em cada um dos meios estudados na pesquisa. Durante a produÃÃo, a tela dos dispositivos foi gravada usando os programas Camtasia Studio e Mobizen, alÃm de uma cÃmera externa. Em seguida, foram tabulados os tempos gastos no processo de planejamento e no processo de traduÃÃo na realizaÃÃo de cada tarefa em cada um dos meios, bem como a quantidade de palavras produzidas em cada tarefa e em cada um dos meios. Realizados testes estatÃsticos para comparaÃÃo das diferenÃas no esforÃo cognitivo e na fluÃncia de escrita em funÃÃo das tarefas e em funÃÃo dos meios, os resultados mostraram que o esforÃo cognitivo no processo de planejamento pode ser influenciado tanto pelo meio quanto pela tarefa de produÃÃo. Jà o processo de traduÃÃo sofre maior influÃncia da tarefa do que do meio. Os resultados indicaram que a tarefa de produÃÃo à o principal fator influenciador na quantidade de palavras, e que a fluÃncia de escrita nÃo à influenciada pelo meio, mas pode ser influenciada pela tarefa proposta. Esta pesquisa se mostra relevante por lanÃar luz sobre como os processos cognitivos do escritor podem ser afetados pela tarefa e pelo meio, e pode auxiliar professores de lÃngua estrangeira no processo decisÃrio de como inserir a tecnologia nas aulas de escrita. / This quantitative research analyzes if and how cognitive effort and writing fluency in the cognitive processes of text writing in English (ESL/EFL) are affected by the writing task (advert, notice, and invitation) and by the writing medium (cellphone, tablet, and computer). Considering a gap in the studies about technology and writing, the theoretical foundations of this research include the cognitive models of writing research (HAYES, FLOWER, 1980; HAYES, 1996; BEREITER, SCARDAMALIA, 1987, 1992), research on cognitive effort (KELLOGG, 1987; PIOLAT et al, 2001; OLIVE et al, 2009) and writing fluency (KELLOGG, 1996; STAPLETON, 2010; LATIF, 2013). Our research analysed cognitive effort, measured by the time spent in the planning process and in the translation process of written production, in relation to the task and in relation to the medium. We also observed the writing fluency, estimated by the number of words typed in one minute in the translation process, in relation to the task and in relation to the medium. 34 Brazilian teachers of EFL volunteered to take part in our research. They were selected through convenience sampling, under the conditions of being familiar with the type of text to be produced in the research, with the medium of composition used in the research, and the condition of being a licensed (or almost) teacher, so as to guarantee the language proficiency. We pilot tested our method with 4 participants, and the results helped us refine our data collection method. Each participant was asked to write three texts (advert, notice, and invitation), each text in one of the media studied. During the production, the screen of each device was recorded using Camtasia Studio and Mobizen, and a phone camera. After all data were collected, the time spent in each task and each medium as well as the number of words typed in each task and each medium were sorted, compared and statistically tested for significance. Results show that cognitive effort in the planning process may be affected either by the writing task or by the writing medium. In the translation process, cognitive effort is more affected by the the task than by the the medium. Results also show that the demands of the task are the highest influencing factor to the increase of the number of words produced. The fluency is not affected by the writing medium but might be affected by the writing task. The relevance of this research resides in its shedding light onto the manner the cognitive processes of writing may be affected by the task proposed and by the writing medium. It might also help EFL teachers in the deciding process as to how to insert technology in writing classes.