The Effects of Mini-lessons in Writing Strategies Combined With the Assistive
Technology Program Write: OutLoud on the Writing and Fluency Skills of a Learning
Disabled Student
Terri O. Smith
July 2004
The purpose of this study was to explore the effects of mini-lessons in writing strategies
combined with the assistive technology program Write: OutLoud on the writing and
fluency skills of a twelve-year-old learning disabled student. Previous studies have
shown that students show improvements in their writing when they use assistive
technology software. A case study methodology was used with a male student in fifth
grade at a special private school for students with learning differences. The subject
received instruction at school in 50-minute sessions three days a week over twelve weeks.
The subject was given the Test of Written Language-Third Edition pre- and posttest and
the Writers Self-Perception Scale pre- and posttest. The results of this study indicate that
there was an increase in the writing and fluency ability of this student as well as an
increase in the student’s perception of his writing ability.