Case Study - Writing

Name: Randy
Age: 36
Diagnosis: Learning disabilities, primarily affecting writing.

Randy was born and raised in Georgia. He has an older brother who had few learning problems and completed high school. Recently divorced, Randy is currently living with his parents, both of whom work and have high school diplomas. Randy was never successful in school. He repeated the fourth and sixth grades and dropped out when he was in the eighth grade. He is practically a nonreader and has extremely limited writing skills. He realizes that his learning problems are partly to blame for his failed marriage. He had to depend on his wife to complete job applications for him, to handle all household budget matters, to read restaurant menus, etc. They delayed having children while Randy searched for a job that would be secure and steady enough to support a family. 

The most successful job Randy has ever had is driving a Mac truck for a local trucking company. He has had difficulty with this job, however, because of his lack of writing skills. He relies on his good memory to get directions from people along the way because he cannot read a map, and he has developed many creative ways to get people to read road signs and other roadside information for him. He has made many mistakes through the years, however, and the trucking firm is calling on him less and less to drive.

Randy and his father have recently gone in together to buy a convenience store near their house. The plans are for Randy to run the store, with his father helping as needed. Randy very much wants to be successful in this new job venture, so he has come to your Adult Basic Education class to increase his writing skills. He feels that his math skills are adequate.

A screening interview seems to indicate that Randy is of average intelligence. His oral communication skills are good. He seems very personable and motivated.

Spelling ability was at a third grade level. While reading recognition was at a 7th grade level, Randy was extremely slow at decoding. Reading comprehension was at third grade level, possibly because he read so slowly.

How will you help Randy increase his reading and writing skills so that he can run his store and become less dependent on others?

Strengths:

• Randy has good memory and is of average intelligence.

• Tests indicate adequate math skills.

• His oral communication skills are good.

• He is personable and motivated.

Weaknesses:

• Randy demonstrates poor writing skills.

• His spelling ability remains at the third grade level.

Problem: Writing Skills

• Low Technology Solutions

  • Pencil grip

  • Writing paper with dark lines

  • Colored paper

  • Lined paper

  • Pocket dictionary

  • Print rather than cursive writing

  • Peer note taker

  • Plastic writing guides
     

• Assistive Devices
   

• Portable word processor
  These easy to use, portable keyboards may be used across environments. A built-in word processor permits students to create, edit, and store text. Information may be downloaded to a computer via a connecting cable. Some models allow students to print directly to a printer. Some models have speech feedback options, and some contain spell checkers.

Sample Models
Alpha Smart Pro 2000 (Intelligent Peripherals)

• Computer-Based Applications

  • The computer eliminates handwriting problems.

  • Proofreading is easier because the text is more legible.

  • The writer may experience less frustration than with the difficulties some writers feel, including anxiety, when they use pen and paper.

  • The writer may experience fewer difficulties with vocabulary (and thinking) based on fear of making mistakes.

  • Spelling and mechanics can be de-emphasized and moved to the end of the writing process.

  • Outlining and organization are made easier by cutting and pasting.
     

• Word Processing Programs

  • Provide tools for creating, editing, and saving text;

  • Spell checking, thesaurus and grammar checkers are useful during the editing process.

  • Style aids help analyze the structure of the text.

  • May permit user to create and store macros.

Sample Programs
Microsoft Word (Microsoft)
Word Perfect (Corel)

• Talking Word Processing Programs

  • Read aloud text entered by the student through the use of a speech synthesizer or sound card;

  • Are especially beneficial to student when editing work;

  • aid in detecting errors.

Sample programs
textHelp! (Lorien Systems NI Ltd.)
WriteOutloud (Don Johnston)

• Word Prediction /Abbreviation Programs

  • Reduce the number of keystrokes that the student must input, thereby reducing the effort in producing written communication;

  • Are used in conjunction with a word processing program;

  • Predict words that the student wishes to write based on the first letter of the word typed by the student.

Sample Programs
Co:Writer (Don Johnston)
textHelp! (Lorien Systems NI Ltd.)

• Writing Aids

  • Outlining and process programs are useful in pre-writing

Sample Program
Inspiration (Inspiration Software)

• Desktop Publishing Programs

  • Desktop publishing programs provide a tool for combining text and graphics in a variety of formats.

  • They are useful in producing reports, newsletters, etc.

Sample Program
Writer's Blocks (Ashley Software)
Writer's Helper (Prentice Hall/New Horizons)

• Voice Recognition Systems

  • This computer-based solution permits the student to enter text into the computer through speech. The student wears a headset with a microphone attached to the computer. An audio card receives the spoken information which is then translated into text and displayed on the screen. Editing and command control is available through voice with Dragon Dictate.

  • This solution is appropriate for students who have poor written communication skills but who have consistent speech and average reading abilities.

Sample Programs
Dragon Dictate (Dragon Systems, IBM)
Kurzweil 3000 (Kurzweil Applied Intelligence, Inc., IBM)
Power Secretary (Articulate Systems, MAC)
IBM Voice Type/ Simply Speaking Gold (IBM)

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