Alternative computer access and the writing process notes

ALTERNATIVE/COMPUTER ACCESS
AND THE WRITING PROCESS
Professional Development Session
Region 4 ESC
1/15/2013
Blaise Mladenka / Lynn Guthrie

Session resources

Handouts (hard copy for quick reference)

A Wikispace with all documents relating to this presentation :
―Alternative Computer Access and the Writing Process‖ @
http://specializededtechsupport.wikispaces.com/
Includes:
Presentation notes
Handout materials
―How to…‖ Guides
Links to Internet Resources
Additional Resource documents
References

The Writing Process (an overview)

Emergent literacy … the developmental stages of writing

Spelling Stages

Writing Skills

Stages in the Writing Process

Emergent Literacy Writing Domain
TEA’s Prekindergarten Guidelines (PDF, pg 78)

Early Writing Stages:

Random scribbling (15 months To 2.5 years)

Controlled Scribbling (2 to 3 years)

Lines and Patterns (2.5.to 3.5 years)

Pictures of objects and people (3 to 5 years)

Letter and word practice (3 to 5 years)

Hogan, Kathy Scribbles, Drawings, & Invented Spelling; The Journey to Becoming a Writer
Presented at the Reading & Writing Conference, Region 4 ESC November 10, 2012

Spelling Development
Prephonemic/preliterate - random letters or streams
(zxcv =team)

Early Phonemic - one consonant sound or equivalent prominent in the
word
(t = team)

Consonant frame – 2 to 3 of the prominent consonants (K / early 1st)
(tm = team)

Phonetic - each sound is represented with a letter. (1st grade)
(tem, tim = team)

Transitional - incorrect spellings that apply standard English spelling
conventions (2nd grade) (teem, teme = team)

Conventional – correct spelling (team)
DeCoste, Denise ―Assistive Technology Assessment: Developing a Written Productivity Profile‖
Presented at the TATN State Conference June 13, 2012
Citing Ferroli and Shanahan (1987) ―Spelling Stages‖

Spelling Development

Within-word patterns - spell short vowel sounds correctly and
some long vowel combinations
2nd to 4th grade
(teme, teem = team)

Syllable juncture – single syllable words are spelled with correct
vowels patterns; working on unstressed syllables in words
3rd to 8th grade
(hopeing = hoping; sampul – sample; squirle = squirrel)

Derivational constancy – students understand that words are
derived from the same root and apply this to spelling
Middle school into adulthood
Compasition = compose/composition; confedence =
confide/confidence

Citing Templeton (2002) ―Within-word Patterns‖

Texas Essential Knowledge of Skills for Writing

• Penmanship/Capitalization/Punctuation

• Purpose

• Writing Processes

• Spelling

• Grammar/Usage

• Evaluation

• Connections

(Refer to the ―Texas Essential Knowledge of Skills for Writing (a checklist of
TEKS K – 12)‖ in the Internet Resources document for a link to the document)

Texas Essential Knowledge of Skills for Writing
(a K – 12 checklist)

(As posted in the Writing Module on the TATN website)

http://www.texasat.net/docs/Writing_TEKS%20Effective%20Writing%20Instr
uction.pdf

TEA’s Writing Process Stages

(As posted in the Writing Module on the TATN website)

http://www.texasat.net/docs/Writing%20Process%20Stages.pdf

Assessment
Informal Assessment In Educational Evaluation

The value of informal assessments for writing (in the context of bilingual
education) … and some considerations in doing so

Discussions of Standardized Vs. Informal testing

Samples of structured and unstructured informal assessments

Ideas on how to proceed

available @ http://www.finchpark.com/courses/assess/informal.htm

( Refer to the Internet Resources document for a link to this article)

To determine where a student is in the writing process:
• Teacher/parent surveys

• Therapist observations

• Typical work samples

• Comparisons to previewed checklists

• Formal skills checklists

Additional sources that be helpful:
The Bridge Assessment
Evaluation Tool of Children’s Handwriting
Written Productivity Profile (WWP

Referenced in the Internet Resources or Vendor’s List documents

Practice with the Written Productivity Profile (WPP)

A ―complete‖ writing profile includes:

1. Handwriting speed across 4 tasks

2. Keyboarding speed across 4 tasks

3. Spelling development

4. The ability to compose based on writing traits
• Ideas
• Organization
• Word choice
• Voice
• Sentence fluency
• Conventions

Writing Tasks
Timed for letters / words per minute

Alphabet

Copying from a model

Writing from dictation

Independent composition

Handwriting and keyboard development

Research findings shared:

Students still need handwriting for many tasks.

Difficulties with handwriting lead children to avoid writing / see selves as less
competent.

Both handwriting and computer skills are needed.

Lower marks are sometimes assigned to students w/ poor handwriting.

Some students feel socially isolated and bullied.

Based on research compiled by Denise DeCoste
―Assistive Technology Assessment: Developing a Written Productivity Profile‖

4th graders with and without LD take longer to type than write by hand.

Around 5th grade, handwriting speeds (average) 10 WPM.

Keyboarding speeds without explicit keyboarding instruction is slower that
handwriting speeds in elementary (2 years behind).

Handwriting quality is not related to keyboarding baseline…
students still learn keyboarding at the same rate.

Special education students had lower baselines, but acquired skills at the same
rate as non-special education students.

With instruction, 5th and 6th graders progress faster than 3rd and 4th graders.


6th graders, after 12 weeks of instruction were faster keyboarding than
handwriting; even the 20 slowest produced 75% more text with keyboarding
than handwriting.

Students receiving 8 weeks of 20 minutes / day resulted in keyboarding at the
same rate as handwriting.

Students produced longer and better essays after keyboarding became
comparable to handwriting speeds.


Keyboarding is not always practical
• if the student does not retain the ability to quickly locate keys.
• if handwriting is still faster after significant keyboarding practice.

Keyboarding is appropriate
• If handwriting is too difficult or illegible.
• If keyboarding speed is faster than handwriting speed.

Keyboarding training should begin in 3rd grade.

Keyboarding is not necessarily a solution when written language
and / or spelling deficits are major issues.

When handwriting and keyboarding are adequate efforts should focus
on developing needed language / spelling skills.

Keyboarding alone will not overcome a student’s lack of ability in these
areas, though it can provide an efficient means of editing.

So when should we recommend keyboarding Vs. handwriting

What factors might determine which to emphasize?

Should we ―qualify‖ when keyboarding should be allowed
i.e., which tasks?

And then …
there is voice to text writing….
(voice recognition software)

When do we go there?

And why?

And why not?

General strategies to support the writing process
―Scribbles, Drawing, and Invented Spelling: The Journey to Becoming a Writer‖

• Especially good resource regarding organizing the writing environment and
noting the steps in guided writing
• Does not address adaptations for students who need ―alternative pencils‖
Some points re writing environments:
• A meeting area
• A writing center
• Writing conference area
• The publishing area
• Literacy enriched play centers
Some points re Routines
• Mini-lessons (mentor texts/ modeled writing/interactive writing
/ graphic organizers/writing samples)
• Uninterrupted writing time
• Author’s chair
• Writing routines (morning message/daily news/show-n-tell / message
boards)
Kathy Hogan ―Scribbles, Drawings, & Invented Spelling; The Journey to Becoming a Writer‖ Presented at the Reading
& Writing Conference, Region 4 ESC November 10, 2012

General strategies to support the writing process

Some additional resources:

ReadWriteThink
Lesson plans, rubrics, and strategies and interactive on line activities
for supporting reading and writing skills.
www.readwritethink.net

Printable checklists for writing
Teachers can create writing checklists (any specific skills )
by using this on-line tool. Students can use these checklists
Monitor their writing.
http://pblchecklist.4teachers.org/checklist.shtml

Strategies to support the writing process for students with special needs

Students who have specific needs related to
vision, hearing, motor, print and cognitive challenges
may need alternative tools to support the development of
writing skills.

Resources to Consider for the Emergent Writer

―Emergent Literacy for All‖
Addresses supporting emergent literacy, and offers alternative tools
for students to use to support the development of writing

• Notes important concepts of emergent writing
• Stresses the importance of focus on function (writing) Vs. form (tool)
• Offers ideas for finding the ―write‖ tool
• Provides tips on how to teach meaning of writing to emergent writers
• Offers suggestions for meaningful writing tasks
• Emphasizes use of meaningful context for early writing
• Presents considerations in assessing beginning writing
• Gives step by step guidance in some specific writing activities
• Shares links to other resources

Gretchen Hanser PhD for Louisiana Department of Education@
http://sda.doe.louisiana.gov/ResourceFiles/Literacy/LA-EL9-2011-HO.pdf
Based primarily on work done at the Center for Literacy & Disabilities Studies
University of North Carolina at Chapel Hill

A select slide from ―Emergent Literacy for All‖
(Pencil)

• Pick a pencil that has the most potential for students to EASILY use.

• Students DO NOT need to know their letters in order to get an alternative
pencil.

• Students learn about pencils and letters by writing.

• Early writing is a PERFECT way to work on motor skills and letter
knowledge.

• Students must have access to the full alphabet.

• Their ―scribble‖ will look different—it is not about how the actual letter is
physically formed by hand.


Suggestions from ―Emergent Literacy for All‖
(tools)

• Large keyboards

• Portable word processors

• Labelers

• Eye gaze boards

• Intellikeys board


Roy, Vicky Poston ―Alternative Pencils: Writing with Students with Significant Disabilities‖ Presented at the
TATN State Conference June 12, 2012
Source pictures from the ―Alternative Pencils‖ CD Available from the Center for Literacy & Disabilities
Studies, University of North Carolina at Chapel Hill

(teaching strategies)

Give Informative Feedback- Give the Scribbles Meaning

• You’ve written a lot of letters—let’s see if we can count them.‖

• Point to one of your letters-let’s see if it is in someone’s name.

• ‖You have a lot of ―c‖s in your writing. Let’s find all of them.‖

• Pick a letter and let’s find something in the room that starts with
that letter.‖

• Pick a letter and let’s write a letter book with it.‖


(authentic writing activities)

Have a Context for Early Writing

• Context for responding to writing

• Verbal/Signed choices based on student

• Pictures

• Movies

• Objects/Tactuals

• Personal Remnant Books

• Classroom Remnant Lists/Charts

(authentic writing activities)

Name Writing for Authentic Reasons

• Always model correct attempt afterwards

• Student makes attempt with alternative pencil. Meryl’s attempt: QBC

• Adult follows up with:
- ―You wrote QBC. Here’s how I write your name.‖
- Adult uses alternative pencil to write correctly.

• Providing a model afterwards gives a cognitive structure for later use.

• Focus on teaching students to ―think like writers.‖ (Karen Erickson,
2009)

Resources to Consider for the Emergent Writer

An eye gaze system to love… ―Lennart‖ … can be viewed @
http://youtube.com/watch?v=6_PgPFSV_hs

―Predictable Chart Writing‖
A step by step ―how to‖ adapted for emergent writers
who need alternative pencils.
Available through The Center for Literacy & Disabilities Studies (CLDS)
@ http://www.med.unc.edu/ahs/clds

Alternative Pencils product available at UNC @
https://www.med.unc.edu/ahs/clds/products/available-for-purchase

Resources to Consider for the Struggling Writer

The TATN Writing Module ―Technology Supports for Struggling Writers‖
is our ―go to‖ guide for resources to support students within the
framework of TEA’s Writing Process Stages.

Components of the Writing Module:
• Writing Process Stages
• Texas Essential Knowledge and Skills (TEKS) for Writing
• Handout and Guide
• Technology Links for Writing Instruction

The TATN Writing Module @ http://www.texasat.net/default.aspx?name=trainmod.writing

The TATN Writing Module― Technology Supports for Struggling Writers‖

Handout and Guide:
• Effective Elements of Writing Instruction

• Instructional vs. Compensatory Interventions

• Strategies for tool Use

• Considerations of task demand and student challenges
with each stage in the writing process

• Specific technology supports for each stage

Click on the link ―The Handout and Guide‖ @
http://www.texasat.net/default.aspx?name=trainmod.writing

The TATN Writing Module― Technology Supports for Struggling Writers‖

The ―Technology Links for Writing Instruction‖ includes (for each stage):
• No tech/ Low tech options

• Technology products
• Manufacturer
• Website
• Description of the tool

Click on the link ―Technology Links for Writing Instruction‖ @
http://www.texasat.net/default.aspx?name=trainmod.writing

For some of the same in slightly different format (e.g.,Assistive Technology Devices for Writing and Spelling)
visit the Georgia Project for Assertive Technology resources pages available @
http://www.gpat.org/Georgia-Project-for-Assistive-Technology/Pages/default.aspx

Blogs (info and comments re tools) on reading and writing difficulties
@ http://www.spectronicsinoz.com/blog/tag/reading-and-writing-difficulties/

Such topics as:
• Hot keys for Read & Write Gold

• Using iPads to support students who struggle with literacy

• Apps for Phonics

• Reviews of specific products

• Apps for special education

Resources to guide the tool decision making process

The AIM Navigator:

As posted on the site: ―a process facilitator that guides the work
of a collaborative team as they work through the AIM-related needs
of individual students.‖ Available @ http://aim.cast.org/navigator/page

The Dell Assistive Technology Solution Configuration Tool :

Dell's Assistive Technology Services for education provides a tool
to ―Configure an ATS solution‖. Available @
https://www.evas.com/eduplan/configurator.php

Tools

Word Processors/spelling support/graphic organizers

Word processors as a stand-alone

Additional supports within the processor
• spell check / grammar check
• auto correct
• enhancement features such as size,
color, spacing, simplified toolbar

Specialized tools/strategies
• use of highlighter
• created form fields
• work in outline view

On-line dictionaries

Microsoft OneNote
―5 Ways Microsoft OneNote Can Help Students With Dyslexia Stay Organized‖ @
http://www.microsoft.com/education/en-us/teachers/how-to/Pages/OneNote_for_dyslexia.aspx

Students may need additional supports such as:

• Text to speech feedback
e.g.,
IntelliTalk
Writing with Symbols 2000 / Sym Writer
Narrator

Write:Outloud

• Word prediction support
e.g.,
Word Q
Soothsayer

Co:Writer

A features comparison of word prediction software is available @
http://www.spectronicsinoz.com/article/word-prediction-software-comparison-chart

Literacy Supports Software

―all in one‖ software ( talking word processor, spelling support and more …)

WYNN

SOLO

Read & Write Gold

Kurzweil

Claro

Crick’s ―Write OnLine‖ writer

A ―Literacy Supports Software Comparisons Chart‖ is available @
http://www.spectronicsinoz.com/article/literacy-support-software-comparison-chart

Accessible Instructional Materials
( a sampling)

Classroom Suite, a software suite with multiple course contents for
instruction; @
http://www.intellitools.com/classroom-suite.html

Literacy Lab, an accessible early literacy instructional program … reading
and writing @
http://www.mayer-johnson.com/literacy-lab/

Boardmaker PreMade Activites @
http://www.mayer-johnson.com/pre-made/

Portable word processors

• w/ & w/o speech feedback

• w/ spell check

• w/word prediction

e.g.
Fusion / Forte

AlphaSmart / Neo

Spellcheck/Grammar check

Ginger Proofreader, a free downloadable spelling and grammar check @
http://www.gingersoftware.com/?cpn=1&adg=1&ad=1&cnt=1&ln=1&gclid=CO
fK3ubFsbICFQc4nAod8AkArw

YouTube video on Ginger Grammar/Spell Checker @
http://www.youtube.com/watch?v=XJqc5JIiDCI&feature=related

Advanced spell checkers compared @
http://www.callscotland.org.uk/Resources/Quick-Guides/Assets/Downloads/Writing-Support-
Tools_Advanced-Spellcheckers-Compared.pdf

Portable dictionaries/Talking reading pens

Phonetic Dictionaries/Talking Dictionaries
e.g., Franklin Talking Dictionaries

Reading Pens
e.g., WizCom’s Readingpen

See a YouTube video demo of the WizCom Readingpen @
http://www.youtube.com/watch?v=_f400NcyxtM

Graphic Organizers

Kidspiration

Inspiration

Draft Builder

Text 2 Mind Map is a free on-line ―outline-to-visual map‖ tool available @
http://www.text2mindmap.com/

Accessible text
Making (almost) any document accessible for the writer

Sources of text:
• Relevant internet documents
• On-line curricula (e.g., end of chapter summaries or quizzes)
• Hardcopy documents scanned as a PDF file

Reasons for converting:
• Access via word processor to address the handwriting challenge
• Reduce / modify the content
• Simplify vocabulary
• Access via form fields
• Easy ―answer mode‖ (e.g., highlight or underline answers)
• Make more accessible for ―literacy supports software‖

Accessible text
Making (almost) any document accessible for the writer

Use of PDF converters
e.g., Adobe Acrobat Pro

Refer to ―Using Adobe Acrobat Pro to Convert a PDF file‖
in the ―How To guides‖ for simple directions on converting a PDF
file to editable text (a text file)

There are 2 documents available for download about working with Adobe to
make documents interactive on the QIAT site in the Resource table @
http://natri.uky.edu/assoc_projects/qiat/resourcebank.html

―Working with PDFs in Acrobat 9‖; A more-than-you-might-need on PDFs
is available for view or download @
http://www.lib.umich.edu/files/services/exploratory/pdfs/acrobat9.pdf

Use of a scanner and OCR software to capture and convert documents
e.g.,
PaperPort
OmniPage Pro

Use of literacy software supports to convert PDF
to Word
e.g.,
WYNN Wizard
Read & Write Gold

Refer to ―Using WYNN to convert an image file/PDF to editable text‖
and to ―Read & Write Gold Scan modes‖ in the ―How To guides‖ for simple
directions on converting a PDF file to editable text (a text file)

And now… ―snap and read/write‖ technology
• Intel Reader
• iPad

Note:
One may not need to create text fields for all or most
students.

If student cannot navigate and write into a document
without text fields pre-inserted it may be necessary to
create them.

Graphic (Picture based) Word Processors

For students who are severely (cognitively) print challenged the use of a picture
based word processor will give opportunities to:
• Create literary pieces
• Develop symbol based sentence structure
• Foster improved sight word recognition
(given writing activities structured to do so)

e.g.,
Picture It
Pix Writer
Writing with Symbols 2000
Communicate: Sym Writer
Communicate: In Print2
Clicker 6

iPad Apps

A sampling of apps for individuals who require alternative tools for writing
(Yes, iPads are ―so cool‖, and yet, not always necessary ...
but they really may be the best option for some students.)

e.g.,
iWordQ

Typ-O HD

Voice Dream Reader

Some reviews:
Word processor apps 6 listed with descriptors, prices and links to iTunes @
http://www.techshout.com/features/2012/25/best-word-processor-apps-for-ipad/

―The 5 Best Writing Apps for the iPad‖ @
http://www.lifehack.org/articles/technology/the-5-best-writing-apps-for-the-
ipad.html

Accessibility

Accessibility tools available within the computer’s operating system
may be all some students need to make word processing successful.

See Ease of Access options
Choose which tools need ―adjusting‖ and how
or
Let the Wizard help you decide

Practice a few ….
Sticky keys

Audio cue

Refer to the On-line Resources document for links to accessibility guides

Keyboard shortcuts

Keyboard Shortcuts have the power to reduce the work load, speed
up productivity, avoid difficulties with mouse control.

Practice a few…
Navigating the desktop

Navigating within an application

MS Word shortcuts

Refer to the On-line Resources document for links to keyboard shortcut guides

Alternatives to the standard mouse
(hardware)

What can’t the individual do with a standard mouse?
(Can this be addressed with the Windows/Mac operating system’s accessibility
preferences, i.e., using the numeric keypad as a mouse?)

Is the size of the mouse a problem?

Are there ―too many‖ buttons?

Is mouse movement control a challenge?

See a review of different types of mouse movers @
http://smartech.gatech.edu/jspui/bitstream/1853/7351/1/Mouse.pdf
(This article is a bit ―dated‖ (2002) but ok for a general overview of mouse types to consider.)

Types of mouse movers / pointing devices

Single click

Various sized mice

Trackball

Touchpad

Joystick

IntelliKeys

Head pointer

Eye gaze technology

On-screen mouse controls

Make mouse movers/pointing devices more accessible by allowing users
who can move a mouse, but cannot control mouse functions, the ability to
do such actions as click, double click, click & drag.

ScanBuddy Dragger32

OneWay CrossScanner

DwellBuddy SmartClick

A large selection of on-screen mouse controls are listed and described on the EnableMart
website @ http://www.enablemart.com/Catalog/On-Screen-Mouse

Demos of Origin Instruments onscreen keyboards and ―mouse emulators‖ can be downloaded for
preview (and trial use) @ ttp://orin.com/access/demos/index.htm

Touch Windows / Touch Screens

Because of motor, vision or cognitive challenges, some individuals
may be successful only when they have ―direct select‖ access.

Switch Access
There are many different kinds of switches to choose from
in order to access one’s best motor movement

Switches

A switch interface takes the motor movement to the computer’s interface
to engage with a program that is accessible via scan mode

A switch / switch interface connection to a computer

Miscellaneous enhancements/support

Enlarged cursor
e.g.,
The Biggy cursor

Miscellaneous hardware:
e.g.,
Document holder
Slantboard
Mount (for laptop or iPad)

Alternative keyboards

Some students may need larger keys and keyboard

Other students may need a smaller sized
keyboard

Some students may be more successful
with one handed keyboards

Other students may need special
sensitivity controls

Preview some keyboard options @ http://www.enablemart.com/Catalog/Keyboards-Mice-Joysticks

On-screen keyboards

Microsoft Windows

Depending on the OS and version the onscreen keyboard :
• may be set to open on startup
• may be able to be repositioned
• may be resized
• may have word prediction options
• may offer a click, dwell or scan option.

See ―Gizmo’s Freeware Review‖ of 4 free onscreen keyboards (OSK) for
accessibility ( Gizmo’s vote as the 4 best) @
http://www.techsupportalert.com/best-free-onscreen-keyboard-osk.htm

Click-n-Type

Microsoft On-Screen Keyboard

Free Virtual Keyboard

Dasher

REACH : As noted on the web ― Reach is not only an on-screen keyboard,
but a tool chest, loaded with features to help you write, access information,
communicate, access the internet…‖
With Scan Buddy and switch access .. a powerful tool for total computer access.

A large selection of on-screen keyboards are listed and described on the EnableMart website @
http://www.enablemart.com/Catalog/On-Screen-Keyboards

Voice dictation

A truly ―no tech/low tech to high tech‖ selection of options

• Using a scribe

• Tape recorders

• Voice recorder on a computer

• Voice recorder software
(e.g., Audacity)

• Voice recognition software
e.g.,
- Windows Speech Recognition
- Dragon Naturally Speaking (Windows OS)
- Dragon Dictate (MacIntosh OS)
- And now… the ―speech-to-text keyboard microphone‖ in the newest iOS
(i.e., the iPad)

Alternatives to ―text only‖ writing
(Is writing overrated ?)

Use of fairly simple multimedia tools to express an idea, generate an audio/
visual report or otherwise demonstrate understanding of concepts.
Samples for PC:
PowerPoint Glogster Fotobabble
Photostory; Littlebirdtales Voice Thread
On-line comic strip tools

Sample iPad Apps:
(free) Voice Thread PaperPort Notes
(not free) SonicPics Pictello

Refer to the Internet Resources and Vendor’s List for descriptors and links to these tools.

Environmental Inventories

Now that you know which tools …

What does the student need to know in order to use them effectively?

What does the team need to know in order for the student to use them
effectively?

Environmental Inventories can be a very helpful tool.
• Develop a simple list of the primary skills needed
• Use any checklist or resources that might come in the tool’s guide or manual
• Use section headings from the guide to create a checklist
• Create a checklist by working with the tool and when exploring it with the
student

Refer to the ―skills sheet_data collection_portable word processor‖ document.

Rubrics for use of technology supports

When do you expect the student to use them?

Not all the tools, not all the time

How does the student know when to use them?

How does the team know when to expect the student to use them?

Rubrics for use of technology supports can be a very helpful tool.

• Create a table that includes:
• Any relevant accommodations
• Each tool (low tech to high tech) the student might need
• Identify the tasks within each course content / domain
• Identify which tool to expect the student to use for each task within
each domain

• Include any relevant notes / special considerations
• Procedure and tools for transfer of assignments between teacher and
student
• Where student saves works in progress
• Where student saves completed work
• Procedure for possible need for access from home

• Create simple ―How to‖ guides for use by teacher, student and parent as
needed to communicate procedures (i.e, how to access student folder from
home)

Special credit goes to Susie White, Instructional Facilitator, Spring Branch ISD,
for her (major) part in the process of developing inventories and rubrics for assistive technology.

Primary references


Hanser, Gretchen ― Emergent Literacy for ALL!‖ Louisiana Department of Education, September, 2011
Accessed on December/2012 at @ http://sda.doe.louisiana.gov/ResourceFiles/Literacy/LA-EL9-2011-
HO.pdf

Hogan, Kathy ―Scribbles, Drawings, & Invented Spelling; The Journey to Becoming a Writer‖ Presented
at the Reading & Writing Conference, Region 4 ESC November 10, 2012

Roy, Vicky Poston ―Alternative Pencils: Writing with Students with Significant Disabilities‖ Presented at
the TATN State Conference June 12, 2012

Hartman, Lynda S ―Handwriting / Keyboarding Rates‖ A document posted on the QIAT Resources page @
http://lsv.uky.edu/archives/QIAT.html

Presenter contact information:
Blaise Mladenka @ edtech.llc@comcast.net
Lynn Guthrie @ lynn.guthrie@sbcglobal.net

Alternative computer access and the writing process notes

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