AuthorKelly, William Joubert.
Committee ChairSmith, Kenneth J.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThis study used Group Support Systems software tools to determine whether they can be used to develop or improve essential writing skills for learning disabled students at the third grade level. The research study used two processes to evaluate whether these outcomes could be achieved. Using the same group, participants initially were tested without any specific knowledge regarding written language disorders. The second series of testing was done after the same group had read three chapters on "Handwriting Disorders" (Bain, 1991). In both processes the participants used the same testing procedures to determine their responses to questions presented. In each session responses were evaluated to determine similarity to each other and whether this tool could provide evidence that Group Support Systems could be used successfully to develop essential writing skills for learning disabled students. In the initial testing, the no-knowledge group developed broad essential skills that, when compared with the knowledge group, served as general categories. When the participants were tested after having gained knowledge, their responses, while comparable to the no-knowledge group, were more specific. This influx of knowledge provides support for using Group Support systems and its software tools to develop effective essential skills.
Degree ProgramEducational Administration and Higher Education