Abstract
SLPs working in schools are often asked to work on oral and written language of children with communication impairments. This paper discusses evidence for three major approaches to written language intervention: traditional pen and paper intervention and two different types of computer-based learning (CBL). The traditional pen and paper intervention has been found to be successful when it incorporates language-based and explicit instruction; however, difficulties with spelling and legibility can decrease its effectiveness. The word-processing software approach has a small body of supporting evidence, but it does not provide explicit instruction for the development of vocabulary and punctuation. Writing prompt software has a small, promising body of evidence supporting its use. More research into the use of writing prompt software for written language intervention is warranted.
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