The purpose of this study was to explore the efficacy of using a computer word processing program in the assessment of written expression with college-bound individuals who had been diagnosed with a learning disability (LD) and/or attention-deficit/hyperactivity disorder (ADHD). Fifty-six (35 eleventh and 21 twelfth) graders, attending a private college-preparatory school for students with LD and/or ADHD, were administered the Spontaneous Writing composite of the Test of Written Expression - Third Edition (TOWL-3). The TOWL-3 has equivalent forms, Form A and Form B. One form was administered in accordance with the test manual, using paper and pencil (standard format). The other form (i.e., alternate format) was administered with word processing access. Paired samples tests (repeated measure) and bivariate correlation designs were computed to explore the relationships between measures. Results of the study revealed significant increases (p<.01) in the subtest and composite scores when participants were administered the test in the alternate format. Other components of the research study did not reveal strong meaningful relationships when cognitive ability, graphomotor speed, and keyboarding rate were compared with the standard and/or alternative formats of the writing composite. A high rate of comorbity was exhibited with the majority of participants (75%) having two or more LD and/or ADHD diagnoses. On an informal questionnaire, the participants endorsed a strong preference for the use of word processors in the majority of their written academic tasks. The study concludes that for students who are accustomed to producing written work on a word processor, restriction from this writing tool can adversely affect the results of their product, leaving a false impression, underestimating their writing skills, ability, creativity, and subject knowledge. In addition, having access to a word processor during high stakes testing is paramount. Inaccurate results can affect future opportunities, such as admission to postsecondary educational settings. In summary, future and more extensive studies are needed to continue to increase the understanding of assessment, diagnosis, instruction, and assistive technology (AT) options for individuals with written language disorders.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc5405 |
| Date | 12 1900 |
| Creators | Morris, Mary Ann |
| Contributors | Combes, Bertina H., Leavell, Alexandra, Bullock, Lyndal M., Kinnison, Lloyd |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Use restricted to UNT Community, Copyright, Morris, Mary Ann, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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