In general, my research interests focus on literacy learning for individuals with developmental disabilities.  In particular, I am interested in how assistive technology can support the development of this critical skill.  Listed below are projects I have completed or am currently working on.

Planning Activities of Better and Poorer Writers

This research study focused on 6th grade writers.  Students wrote and revised in response to two writing prompts.  Writing and revision sessions were videotaped and students were interviewed immediately afterwards.  Better writers engaged in higher level planning than did poorer writers.  

Using Sentence Combining with Technology to Improve the Writing of Students with Autism

This study focused on two 3rd grade boys with autism.  Over a 4 month period the students were introduced to sentence combining activities and assistive technology (word prediction software and talking word processor).  The length, complexity, and coherence of writing quality improved.  

Using Technology to Facilitate Participation in Traditional Guided Reading Groups of Students with Autism

This study focused on three 5 year old boys with autism.  Over a 4 month period, the students participated in a guided reading group in which electronic stories were read and concepts reviewed using low and high technologies.  Coherence and oral language use increased.  

Using Word Prediction Software to Support the Writing of Children with Learning Disabilities

This pilot study explored the impact of talking word processors and word prediction software on the writing quality of children with learning disabilities.  

Using Graphic Organizer Software and Writing Process Instruction to Promote the Written Language Skills of Children with and without Disabilities.

This study explored the impact of Inspiration software in an inclusive afterschool writing program in an urban school. 

Integrating Wireless Laptop Technology into the Balanced Literacy Instruction of Children with and without Disabilities.

This three-year study focused on providing children in grades K-2 with wireless laptop computers, developmentally appropriate literacy software, and balanced literacy instruction. 

Big Paper

In response to promising evidence that an open-ended activity called Big Paper contributes to and exposes the written language development of young children with and without disabilities, this mixed methods study has been launched to help respond to the following questions: What actions and writing processes do young children use when engaged weekly in Big Paper writing?  Does the Big Paper writing activity result in writing quality improvements?  We are interested in the social interactions that occur during the activity, children’s thinking during writing, and the compositions children produce. 

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