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Informing understanding of young students' writing challenges and opportunities: Insights from the development of a digital writing tool that supports students with learning disabilities
Vue, Ge Hall, Tracey E. Robinson, Kristin Ganley, Patricia Elizalde, Emma Graham, Steve
Vue, Ge
Hall, Tracey E.
Robinson, Kristin
Ganley, Patricia
Elizalde, Emma
Graham, Steve
Citations
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Author
Vue, Ge
Hall, Tracey E.
Robinson, Kristin
Ganley, Patricia
Elizalde, Emma
Graham, Steve
Hall, Tracey E.
Robinson, Kristin
Ganley, Patricia
Elizalde, Emma
Graham, Steve
Abstract
Conducting focus groups with target audiences to assess user needs is a critical step in the process of designing and developing a web-based writing environment. This descriptive study examined focus group data gathered to address two questions: First, do data from focus groups affirm and expand our understanding of writing and writing development among middle school students? And second, do data from focus groups provide information helpful to the use of digital technology for enhancing writing instruction, production, and engagement? Analysis of students’ writing experiences across grade levels revealed that sixth graders placed more emphasis on procedural knowledge such as format, editing, and timelines, whereas seventh and eighth graders placed more emphasis on substantive processes such as plan, draft, and revise. Students’ writing experiences also showed a disconnect between writing behaviors they engaged in on their own (texting, social media, and email) and writings they learned in school. Future research and instructional practice implications are discussed, including providing ongoing supports when writing and use of digital technology to enhance instruction and engagement.
Keywords
writing, instructional, technology, language arts
Date
2014
Type
Journal article
Journal
Learning Disability Quarterly
Book
Volume
39
Issue
2
Page Range
83-94
Article Number
ACU Department
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Open Access Status
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Controlled