Related Resources on the LD@school Website
Please review the module pages for resources relevant to the specific concepts covered in each section. The following are other resources on the LD@school website that have not been mentioned previously in this module.
Adcock, W., Luna, E., Parkhurst, J., Poncy, B., Skinner, C., & Yaw, J. (2010). Effective class-wide remediation: Using technology to identify idiosyncratic math facts for additional automaticity drills. The International Journal of Behavioral Consultation and Therapy, 6, 111-123.
Amiripour, P., Bijan-zadeh, M. H., Pezeshki, P., & Najafi, M. (2011). Effects of assistive technology instruction on increasing motivation and capacity of mathematical problem solving in dyscalcula student. Educational Research, 2(10), 1611-1618.
Bethell, S. & Miller, N. (1998). From an E to an A in first year algebra with the help of a graphing calculator. Mathematics Teacher, 91, 118-119.
Bouck, E. C., Bassette, L., Taber-Doughty, T., Flanagan, S. M., & Szwed, K. (2009). Pentop computers as tools for teaching multiplication to students with mild intellectual disabilities. Education and Training in Developmental Disabilities, 44, 367–380.
Bouck, E. & Flanagan, S. (2009). Assistive technology and mathematics: What is there and where can we go in special education. Journal of Special Education Technology, 24, 24-30.
Bouck, E., Flanagan, S., Miller, B., & Bassette, L. (2012). Technology In Action. Journal of Special Education Technology, 27, 47-57.
Chiang, H., & Jacobs, K. (2009). Effect of computer-based instruction on students’ self-perception and functional task performance. Disability and Rehabilitation: Assistive Technology, 4(2), 106-118. doi:10.1080/17483100802613693
Council of Ontario Directors of Education. (2017). Technology and Learning Fund: A Guide to Implementation 2017. Retrieved from http://www.edugains.ca/resourcesAER/Overview/TechnologyAndLearningFund_2017.pdf
Cullen, J., Richards, S. B., & Frank, C. L. (2008). Using software to enhance the writing skills of students with special needs. Journal of Special Education Technology, 23, 33-44.
Doughty, T., Bouck, E., Bassette, L., Szwed, K. & Flanagan, S. (2013). Spelling on the fly: Investigating a pentop computer to improve the spelling skills of three elementary students with disabilities. Assistive Technology, 25, 166-175. doi:10.1080/10400435.2012.743491
EduGains. (n.d.). About 21st Century Learning in Ontario. Retrieved from http://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html
Englert, C. S., Wu, X., & Zhao, Y. (2005). Cognitive tools for writing: Scaffolding the performance of students through technology. Learning Disabilities Research and Practice, 20, 184-198. doi:10.1111/j.1540-5826.2005.00132.x
Englert, C. S., Zhao, Y., Dunsmore, K., Collings, N. Y., & Woblers, K. (2007). Scaffolding the writing of students with disabilities through procedural facilitation: Using an Internet-based technology to improve performance. Learning Disability Quarterly, 30, 9-29. doi:10.2307/30035513
Evmenova, A., Graff, H., Jerome, M., & Behrmann, M. (2010). Word prediction programs with phonetic spelling support: Performance comparisons and impact on journal writing for students with writing difficulties. Learning Disabilities Research & Practice, 25(4), 170–182. doi:10.1111/j.1540-5826.2010.00315.x
Fasting, R. B., & Halaas Lyster, S. (2005). The effects of computer technology in assisting the development of literacy in young struggling readers and spellers. European Journal of Special Needs Education, 20(1), 21-40. doi:10.1080/0885625042000319061
Graham, S. (1999). The role of text production skills in writing development: A special issue. Learning Disabilities Quarterly, 22, 75-77. doi:10.2307/1511267
Handley-More, D., Dietz, J., Billingsley, F., & Coggins, T. (2003). Facilitating written work using computer word processing and word prediction. The American Journal of Occupational Therapy, 57, 139-151. doi:10.5014/ajot.57.2.139
Hecker, L., Burns, L., Elkind, J., Elkind, K., & Katz, L. (2002). Benefits of assistive reading software for students with attention disorders. Annals of Dyslexia, 52, 243–272. doi:10.1007/s11881-002-0015-8
Higgins, E. L., & Raskind, M. H. (2000). Speaking to read: A comparison of continuous vs. discrete speech recognition in the remediation of learning disabilities. Journal of Special Education Technology, 15, 19-30.
Holmes, A., & Silvestri, R. (2009). Text-to-voice technology in adult aboriginal sample with reading difficulties: Examination of the efficacy. Toronto, ON: Aboriginal Office of the Ministry of Education and Ministry of Training, Colleges, and Universities.
Institute for the Advancement of Research in Education. (2003). Graphic organizers: A review of scientifically based research. Prepared for Inspiration Software at AEL.
Izzo, M., Yurick, A., & McArrell, B. (2009). Supported eText: Effects of text-to-speech on access and achievement for high school students with disabilities. Journal of Special Education Technology, 24, 9-20.
Lee, Y., & Vail, C. O. (2005). Computer-based reading instruction for young children with disabilities. Journal of Special Education Technology, 20, 5–18.
Lewis, R. (1998). Assistive technology and learning disabilities: Today’s realities and tomorrow’s promises. Journal of Learning Disabilities, 31, 16-26.
Lewis, R., Graves, A., Ashton, T., & Kieley, C. (1998). Word processing tools for students with learning disabilities: A comparison of strategies to increase text entry speed. Learning Disabilities Research and Practice, 13, 95-108.
MacArthur, C. A. (1999). Word prediction for students with severe spelling problems. Learning Disability Quarterly, 22, 158–172. doi:10.2307/1511283
MacArthur, C. (2009). Reflections on research on writing and technology for struggling writers. Learning Disabilities Research & Practice, 24(2), 93–103. doi:10.1111/j.1540-5826.2009.00283.x
MacArthur, C., & Cavalier, A. (2004). Dictation and speech recognition technology as test accommodations. Exceptional Children, 71(1), 43-58. doi:10.1177/001440290407100103
MacArthur, C. A., Ferretti, R. P., Okolo, C. M., & Cavalier, A. R. (2001). Technology applications for students with literacy problems: A critical review. The Elementary School Journal, 101(3), 273-301. doi:10.1086/499669
Montali, J., & Lewandowski, L. J. (1996). Bimodal reading: Benefits of a talking computer for average and less skilled readers. Journal of Learning Disabilities, 29, 271-279. doi:10.1177/002221949602900305
Okolo, C. M., & Diedrich, J. (2014). Twenty-five years later: How is technology used in the education of students with disabilities? Results of a statewide study. Journal of Special Education Technology, 29(1), 1-20.
Ontario Ministry of Education. (2004). The Individual Education Plan (IEP): A Resource Guide. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf
Ontario Ministry of Education. (2013). Learning for all: A guide to effective assessment and instruction for all students, Kindergarten to Grade 12. Toronto, ON: Queen’s Printer for Ontario. Retrieved from
Ontario Teachers’ Federation. (n.d.). Assistive Technology. Retrieved from https://www.teachspeced.ca/assistive-technology
Peterson-Karlan, G. R. (2011). Technology to support writing by students with learning and academic disabilities: Recent research trends and findings. Assistive Technology Outcomes and Benefits, 7(1), 39-62.
Raskind, M. & Higgins, E. (1995). Effects of speech synthesis on the proofreading efficiency of postsecondary students with learning disabilities, Learning Disability Quarterly, 18, 141-158. doi:10.2307/1511201
Raskind, M. & Higgins, E. (1999). Speaking to read: The effects of speech recognition technology on the reading and spelling performance of children with learning disabilities. Annals of Dyslexia, 49, 251-281. doi:10.1007/s11881-999-0026-9
Rao, K., Dowrick, P., Yuen, J., & Boisvert, P. (2009). Writing in a multimedia environment: Pilot outcomes for high school students in special education. Journal of Special Education Technology, 24, 27-38.
Schmitt, A., McCallum, E., Hennessey, J., Lovelace, T., & Hawkins, R. (2012). Use of reading pen assistive technology to accommodate post-secondary students with reading disabilities. Assistive Technology, 24, 229-239. doi:10.1080/10400435.2012.659956
Sider, S., & Maich, K. (2014). Assistive Technology Tools: Supporting Literacy Learning for All Learners in the Inclusive Classroom. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/ww_technologytools.pdf
Silió, M. C., & Barbetta, P. M. (2010). The effects of word prediction and text-to-speech technologies on the narrative writing skills of Hispanic students with specific learning disabilities. Journal of Special Education Technology, 25, 17-32.
SNOW. (2013). AT in the Individual Education Plan (IEP). Retrieved from http://www.snow.idrc.ocad.ca/node/219
Stetter, M. E., & Hughes, M. T. (2010). Computer-assisted instruction to enhance the reading comprehension of struggling readers: A review of the literature. Journal of Special Education Technology, 25(4), 1-16.
Stodden, R. A., Roberts, K. D., Takahishi, K., Park, H. J., & Stodden, N. J. (2012). The use of text-to-speech software to improve reading skills of high school struggling readers. Procedia Computer Science, 14, 359-362. doi:10.1016/j.procs.2012.10.041
Strangman, N., & Dalton, B. (2005). Using technology to support struggling readers: A review of the research. In D. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 325-334). Whitefish Bay, WI: Knowledge by Design, Inc.
Sturm, J. M., & Rankin-Erickson, J. L. (2002). Effects of hand-drawn and computer-generated concept mapping on the expository writing of students with learning disabilities. Learning Disabilities Research and Practice, 17, 124-129. doi:10.1111/1540-5826.00039
Tam, C., Archer, J., Mays, J., & Skidmore, G. (2005). Measuring the outcomes of word cueing technology. The Canadian Journal of Occupational Therapy, 72(5), 301-308. doi:10.1177/000841740507200507
Wanzek, J., Vaughn, S., Wexler, J., Swanson, E., Edmonds, M., & Kim, A. (2006). A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD. Journal of Learning Disabilities, 39, 528-543. doi:10.1177/00222194060390060501
Vaughn, S. & Bos, C. (2009). Strategies for teaching students with learning and behaviour problems (7thed.). Upper Saddle River, NJ, Pearson.
Zabala, J.S. and Carl, D.F. (2005). Quality Indicators for Assistive Technology Services in Schools. In: K. Higgins and R. Boone (Eds.), Handbook of special education technology research and practice (p. 179-208). Whitefish Bay, Wisconsin: Knowledge by Design Inc.
Zhang, Y. (2000). Technology and the writing skills of students with learning disabilities. Journal of Research on Computing in Education, 32, 467-478.