Learning disabled students' difficulties in learning to use a word processor: implications for instruction and software evaluation.

Abstract

Learning disabled (LD) students can derive great benefits from using word processors. The ability to produce a neat, printed copy can increase motivation and encourage writing for a wider audience. The editing power makes revision possible without tedious recopying, thus freeing students and teachers to approach writing as a process involving repeated drafts. Specific problems with handwriting and spelling can also be circumvented. However, learning to use a word processor often presents problems. Based on a study of LD students learning to use word processing, this paper makes recommendations for evaluating word processing software and designing instruction that is sensitive to students difficulties.