Abstract

Students with learning disabilities in writing often experience challenges with many or all of the components of creating text. According to the National Center for Education Statistics (2012), 95% of 8th- and 12th-grade students with disabilities failed to score within the proficient range in writing. This multiple-baseline-across-participants study investigated the use of a mnemonic strategy, STORY, integrated with art, evidence-based instruction, and technology. The results show that three participants' texts improved in level and trend for written content and quality. One participant initially improved but developed a negative trend as the intervention phase progressed into maintenance. Study outcomes extend the research on the effectiveness of mnemonic strategies for improving students' writing and demonstrate that art, evidence-based instruction, and technology have the potential to make positive contributions to writing instruction.

Citation

Dunn, M. & Miller, D. (2016). Improving Story Writing: Integrating the Story Mnemonic Strategy with iPad Apps for Art and Keyboarding. International Journal for Research in Learning Disabilities, 3(1), 11-28. Retrieved December 7, 2023 from https://www.learntechlib.org/p/189355/.

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Keywords

• Art
• Computer Uses in Education
• Curriculum Based Assessment
• Elementary School Students
• evidence based practice
• Grade 4
• Grade 5
• Handheld Devices
• Instructional Effectiveness
• Integrated Activities
• Intervention
• Interviews
• learning disabilities
• Mnemonics
• Story Telling
• Writing Improvement
• Writing Instruction
• Writing Strategies