EDRS 811
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With EDRS 810 completed, and the positive mantra of my former professor ringing in my brain, I enrolled in EDRS 811. Then I tentatively sat down, opened up my computer, and began typing notes as the professor began to speak. Within ten minutes my old anxiety returned. With the help of study partners, extra hours with the professor, conscientious homework completion, copious notes, hours of study and practice problem-solving, the second research class was completed successfully. The final project was a practice quantitative research study with created data that was analyzed. This project was very helpful in giving a taste of what a real research project could be like.
Again, mirroring the focus of my program, the topic was the use of assistive technology with students who have writing difficulties.
Research Questions
1. Is there a difference in the decrease of post-test error rates between the treatment and control groups and does this difference depend on disability status?
2. Is there a difference in post-test writing scores between GE and LD students who use read aloud, those who use electronic dictionary, and those who use both, controlling for pre-test scores?
3. Is there a difference in gain score between pre-test and post-test writing scores of students who use read aloud, those who use electronic dictionary, those who use both, and those who use neither feature.
4. Will the pre-test scores, use of features, and
the number of hours per week used, predict an increase in the post-test scores?