Related Experiment Video
Updated: Mar 17, 2026

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
Published on: February 7, 2025
Relationships between language input and letter output modes in writing notes and summaries for students in grades 4
Robert Thompson1, Steven Tanimoto1, Robert Abbott2
1a Computer Science and Engineering , University of Washington , Seattle , Washington , USA.
Abstract:
This study in programmatic research on technology-supported instruction first identified, through pretesting using evidence-based criteria, students with persisting specific learning disabilities (SLDs) in written language during middle childhood (grades 4-6) and early adolescence (grades 7-9). Participants then completed computerized writing instruction and posttesting. The 12 computer lessons varied output modes (letter production by stylus alternating with hunt and peck keyboarding versus by pencil with grooves alternating with touch typing on keyboard), input (read or heard source material), and task (notes or summaries). Posttesting and coded notes and summaries showed the effectiveness of computerized writing instruction on both writing tasks for multiple modes of language input and letter production output for improving letter production and related writing skills.
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