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PC-supported teaching of writing skills

Brief description:

Many teachers feel overwhelmed by the need to teach expressive writing skills to their students. This is especially true when it comes to children or young people with special learning and developmental barriers who are taught in inclusive classes. Here, there is often a lack of time and resources to address the specific needs of this group. This often leads to the fact that the performance of the pupils concerned does not reach by far the level that would have been possible if they had received effective support in the acquisition of expressive writing skills at an early stage. Moreover, under such conditions they are ultimately denied access to many training and employment opportunities.

The aim of our project is to make the effective promotion of expressive writing skills as low-threshold as possible and to improve the corresponding performance of students at particular risk in the long term. We want to follow the path to this goal by using specially designed computer programs to practise the various skills required to create qualitatively acceptable text products. The software used complies with current empirically proven quality standards and can be used on any standard PC.

Project partners:

Prof. Dr. Kristie Asaro-Saddler (State University of New York)

Dr. Esther Breuer (University of Cologne)

Prof. Dr. Bruce Saddler (State University of New York)

Ongoing qualification work:

Kerstin Nobel (doctorate)

Selected literature:

Grünke, M. & Hintz, A.-M. (2018). Lese- und Rechtschreibschwäche. In G. W. Lauth & F. Linderkamp (Hrsg.), Verhaltenstherapie mit Kindern und Jugendlichen (323-331). Weinheim: Beltz.

Grünke, M. & Leonard Zabel, A. M. (2015). How to support struggling writers. International Journal of Special Education, 30, 137-150.

Nobel, K. & Grünke, M. (2017). Über die Auswirkungen einer PC-gestützten Schreibförderung auf die Länge und Qualität von Aufsätzen von risikobelasteten Fünftklässlerinnen und Fünftklässlern. Empirische Sonderpädagogik, 9, 323-340.