Abstract
The purpose of this descriptive review of nine research studies was to explore the types of educational technologies used with SWDs to support written expression (WE), the implementation of the educational technology for WE, and the methods and domains WE outcomes are measured. This review focused on: (1) the technologies utilized in combination with WE outcomes; (2) student demographics, background experience and knowledge of technology, and the training they received for the educational technology in the intervention; (3) strategy use for WE and the accompanying student training; and (4) the instrumentation and WE criteria assessed. Based on the results of this review, we provide recommendations for future research around educational technologies to support WE.
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