Abstract
Our cluster receives a number of referrals from schools requesting support with the implementation of assistive technology tools (particularly word prediction software) to support struggling reluctant writers. It is widely acknowledged that writing is pivotal for academic success, and when a learner has difficulty expressing their ideas they often can become alienated and frustrated. Fledging research suggests that the appropriate use of assistive technology like word prediction software can remove such barriers for struggling writers. A popular word prediction software tool used in New Zealand schools is WordQ. This article discusses the background to WordQ, summarises the research supporting its effectiveness as a tool to support struggling writers, and highights ways to overcome barriers to enable the successful implementation of WordQ in schools.
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