dc.contributor.author	Mote, Yvonne	en_US
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2002-2004	en_US
dc.date.accessioned	2009-09-23T18:37:27Z	en_US
dc.date.accessioned	2009-09-30T15:58:11Z	en_US
dc.date.accessioned	2011-03-02T17:29:12Z
dc.date.available	2009-09-23T18:37:27Z	en_US
dc.date.available	2009-09-30T15:58:11Z	en_US
dc.date.available	2011-03-02T17:29:12Z
dc.date.issued	2004-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/142	en_US
dc.description.abstract	This research project examined the effects and outcomes of facilitated keyboarding instruction for fifth grade special needs students. The purpose of this research was to study the effect of direct keyboarding instruction on keyboarding proficiency, keyboarding techniques, and writing level proficiency of fifth grade students identified as having special needs, as well as to describe the instructional experiences of the participating students and teachers. A review of the literature indicated that teaching students to keyboard does offer the struggling writer an alternative to the traditional paper and pencil method of writing. The literature supplied convincing evidence of the need to teach keyboarding skills during the elementary years. Eight fifth grade special needs students participated in this study over a four-week time span for 30 minutes per day. Student performance was assessed for words per minute, accuracy and writing stage. This study included student observation and teacher and student interviews. The results of the study were communicated to the learning community through a meeting with teachers and the administrator of the school where the intervention took place. This action research project included offering special needs students or other students with writing difficulties opportunities to learn alternative ways to increase their writing abilities, mainly through the use of the computer.	en_US
dc.language.iso	en_US	en_US
dc.publisher	Valdosta State University	en_US
dc.rights	Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.	en_US
dc.subject	Facilitated keyboarding instruction	en_US
dc.subject	Special needs	en_US
dc.subject	Keyboarding proficiency	en_US
dc.subject	Writing level proficiency	en_US
dc.subject.lcsh	Educational technology	en_US
dc.subject.lcsh	Teaching--Aids and devices	en_US
dc.subject.lcsh	Computer-assisted instruction	en_US
dc.title	Keyboarding Instruction for Special Needs Elementary Students	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Zahner, Jane	en_US
dc.description.committee	Brovey, Andrew J.	en_US
dc.description.committee	Mozzetta, Danielle	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US