Bangert-Drowns, R. L. (1993). The word processor as an instructional tool: A meta-analysis of word processing in writing instruction. Review of Educational Research, 63(1), 69-93.

Blischak, D. M. (1995). Thomas the writer: Case study of a child with severe physical, speech, and visual impairments. Language, Speech, and Hearing Services In Schools, 26, 11-20.

Bonk, J., & Reynolds, T. (1992). Early adolescent composing within a generative-evaluative computerized framework. Computer in Human Behavior, 8, 39-62.

Cavalier, A. R., & Ferretti, R. P. (1996). Talking instead of typing: Alternative access to computers via speech recognition technology. Focus on Autism and Other Developmental Disabilities, 11(2), 79-85.

Chirholm, J. (1987). The computer teaching tool - learning tool? Academic Therapy, 23(1), 31-36.

Cochran-Smith, M. (1991). Word processing and writing in elementary classrooms: A critical review of related literature. Review of Educational Research, 61(1), 107-155.

Daiute, C. (1986). Physical and cognitive factors in revising: Insights from studies with computers. Research in the Teaching of English, 20(2), 141-159.

Daiute, C. (1992). Multimedia composing: Extending the resources of kindergarten to writers across the grades. Language Arts, 69, 250-260.

Dalton, D. W., & Hannafin, M. J. (1987). The effects of word processing on written composition. Journal of Educational Research, 80(6), 338-342.

Damico, J. S. (1993). Language assessment in adolescents: Addressing critical issues. Language, Speech, and Hearing Services, 24, 29-35.

De La Paz, S., & Graham, S. (1995). Dictation: Applications to writing for students with learning disabilities. Advances in Learning and Behavioral Disabilities, 9, 227-247.

De La Paz, S., & Graham, S. (1997). Effects of dictation and advanced planning instruction on the composing of students with writing and learning problems. Journal of Educational Psychology, 89(2), 203-222.

De La Paz, S., & Graham, S. (1997). Strategy instruction in planning: Effects on the writing performance and behavior of students with learning difficulties. Exceptional Children, 63(2), 167-181.

De La Paz, S. (1999). Composing via dictation and speech recognition systems: Compensatory technology for students with learning disabilities. Learning Disability Quarterly, 22, 173-182.

Deno, S. L., Marston, D., & Mirkin, P. (1982). Valid measurement procedures for continuous evaluation of written expression. Exceptional Children, 48(4), 368-371.

Dwyer, D. (1994). Apple classrooms of tomorrow: What we've learned. Educational Leadership, , 4-10.

Englert, C. S. (1992). Writing instruction from a sociocultural perspective: The holistic, dialogic, and social enterprise of writing. Journal of Learning Disabilities, 25(3), 153-172.

Englert, C. S., Raphael, T. E., & Mariage, T. V. (1994). Developing a school-based discourse for literacy learning: A principled search for understanding. Learning Disability Quarterly, 17, 2-32.

Erickson, B. J. (1992). A synthesis of studies on computer-supported composition, revision, and quality. Journal of Research on Computing in Education, 25(2), 172-186.

Erickson, K., & Koppenhaver, D. A. (1998). Using the "write talk-nology" with Patrick. Teaching Exceptional Children, 31, 58-64.

Espin, C. A., & Sindelar, P. T. (1988). Auditory feedback and writing: Learning disabled and nondisabled students. Exceptional Children, 55(1), 45-51.

Farmer, M. E., Klein, R., & Bryson, S. E. (1992). Computer-assisted reading: Effects of whole-word feedback on fluency and comprehension in readers with severe disabilities. Remedial and Special Education, 13(2), 50-60.

Gardner, J. E., & Bates, P. (1991). Attitudes and attributions on use of microcomputers in school by students who are mentally handicapped. Education and Training in Mental Retardation,  98-107.

Golub, L. S., & Fredrick, W. C. (1970). An analysis of children's writing under different stimulus conditions. Research in the Teaching of English, 4(2), 168-180.

Graham, S., & Harris, K. R. (1989). Components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy. Journal of Educational Psychology, 81(3), 353-361.

Graham, S., Harris, K. R., MacArthur, C. A., & Schwartz, S. (1991). Writing and writing instruction for students with learning disabilities: Review of a research program. Learning Disability Quarterly, 14(2), 89-114.

Graham, S., & Harris, K. R. (1993). Self-regulated strategy development: Helping students with learning problems develop as writers. The Elementary School Journal, 94(2), 169-181.

Graham, S., & Weintraub, N. (1996). A review of handwriting research. Educational Psychology Review, 8(1), 7-87.

Higgins, E. L., & Raskind, M. H. (1995). Compensatory effectiveness of speech recognition on the written composition performance of postsecondary students with learning disabilities. Learning Disability Quarterly, 18, 159-174.

Hunt-Berg, M., Rankin, J. L., & Beukelman, D. R. (1994). Ponder the possibilities: Computer-supported writing for struggling writers. Learning Disabilities Research & Practice, 9(3), 169-178.

Isaacson, S. (1988). Assessing the writing product: Qualitative and quantitative measures. Exceptional Children, 54(6), 528-534.

Kerchner, L. B., & Kistinger, B. J. (1984). Language processing/word processing: Written expression, computers and learning disabled students. Learning Disability Quarterly, 7, 329-334.

Koppenhaver, D. A., & Pierce, P. L. (1992). Literacy and AAC: Communicating every which way we can. The 14th Annual Southeast ACC Conference, Birmingham, AL.

Koppenhaver, D. A., Pierce, P. L., Steelman, J. D., & Yoder, D. E. (1995). Contexts of early literacy intervention for children with developmental disabilities. In M. Fey, Windsor, J., & Warren, S. (Ed.), Language intervention: Preschool through elementary years (pp. 241-274). Baltimore, MD: Paul Brook Publishing.

Laframboise, K. L. (1991). The facilitative effects of word processing on sentence-combining tasks with at-risk fourth graders. Journal of Research and Development in Education, 24(2), 1-8.

Larsen, S. (1995). What is "quality" in the use of technology for children with learning disabilities? Learning Disability Quarterly, 18, 118-130.

Lewis, R. B., Graves, A. W., Ashton, T. M., & Kieley, C. L. (1998). Word processing tools for students with learning disabilities: A comparison of strategies to increase text entry speed. Learning Disabilities Research & Practice, 13(2), 95-108.

Lundberg, I. (1995). The computer as a tool of remediation in the education of students with reading disabilities - A theory-based approach. Learning Disability Quarterly, 18, 89-99.

MacArthur, C., Graham, S., & Schwartz, S. (1993). Integrating strategy instruction and word processing into a process approach to writing instruction. School Psychology Review, 22(4), 671-681.

MacArthur, C. A., & Graham, S. (1987). Learning disabled students' composing under three methods of text production: Handwriting, word processing, and dictation. The Journal of Special Education, 21(3), 22-42.

MacArthur, C. A. (1988). Computers and writing instruction. Teaching Exceptional Children, Winter, 37-39.

MacArthur, C. A. (1988). The impact of computers on the writing process. Exceptional Children, 54(6), 536-542.

MacArthur, C. A., Graham, S., & Schwartz, S. (1991). Knowledge of revision and revising behavior among students with learning disabilities. Learning Disability Quarterly, 14, 61-73.

MacArthur, C. A., Schwartz, S. S., & Graham, S. (1991). A model for writing instruction: Integrating word processing and strategy instruction into a process approach to writing. Learning Disabilities Research & Practice, 6, 230-236.

MacArthur, C. A., & Malouf, D. B. (1991). Teachers' beliefs, plans, and decisions about computer-based instruction. The Journal of Special Education, 25(5), 44-72.

MacArthur, C. A., Graham, S., Schwartz, S. S., & Schafer, W. D. (1995). Evaluation of a writing instruction model that integrated a process approach, strategy instruction, and word processing. Learning Disability Quarterly, 18, 278-291.

McClurg, P. A., & Kasakow, N. (1989). Word processors, spelling checkers, and drill and practice programs: Effective tools for spelling instruction? Journal of Educational Computing Research, 5(2), 187-198.

McGinnis, J. S., & Beukelman, D. R. (1989). Vocabulary requirements for writing activities for the academically mainstreamed student with disabilities. Augmentative and Alternative Communication, 1(5), 183-191.

Meyers, L. F. (1994). Access and meaning: The keys to effective computer use by children with language disabilities. Journal of Special Education Technology, 12(3), 257-275.

Moore, M. A., & Karabenick, S. A. (1992). The effects of  computer communications on the reading and writing performance of fifth-grade students. Computers in Human Behavior, 8, 27-28.

Moran, M. R. (1989). Facilitating literacy in the primary grades. In J. Berko-Gleason (Ed.), The development of language (second edition). (pp. 356-381).  Columbus, OH: Merrill.

Morocco, C. C., & Neuman, S. B. (1986). Word processors and the acquisition of writing strategies. Journal of Learning Disabilities, 19(4), 243-247.

Morton, L. L., Lindsay, P. H., & Roche, W. M. (1989). A report on learning disabled children's use of lab-based word processing versus pencil-and-paper for creative writing. The Alberta Journal of Educational Research, 35(4), 283-291.

Morton, L. L., Nindsay, P. H., & Roche, W. M. (1989). Word processing effects on writing productivity and revision at elementary and junior high school levels. The Alberta Journal of Educational Research, 35(2), 145-163.

Nippold, M. A. (1993). Developmental makers in adolescent language: Syntax, semantics, and pragmatics. Language, Speech, and Hearing Services in Schools, 24, 21-28.

Outhred, L. (1989). Word processing: Its impact on children's writing. Journal of Learning Disabilities, 23(4), 262-264.

Palumbo, D., & Prater, D. L. (1992). A comparison of computer-based prewriting strategies for basic ninth-grade writers. Computers in Human Behavior, 8, 63-70.

Raskind, M. H., & Higgins, E. (1995). Effects of speech synthesis on the proofreading efficiency of postsecondary students with learning disabilities. Learning Disability Quarterly, 18, 141-158.

Raskind, M. H., & Higgins, E. L. (1995). Reflections on ethics, technology, and learning disabilities: Avoiding the consequences of ill-considered action. Journal of Learning Disabilities, 28(7), 425-438.

Raskind, M. H., Herman, K. L., & Torgensen, J. K. (1995). Technology for persons with learning disabilities: Report on an international symposium. Learning Disability Quarterly, 18, 175-184.

Reed, W. M. (1992). The effects of computer-based writing tasks and modes. Computers in Human Behavior, 8, 99-119.

Reinking, D., & Schreiner, R. (1985). The effects of computer-mediated text on measures of reading comprehension and reading behavior. Reading Research Quarterly, 20(5), 536-552.

Reinking, D., & Rickman, S. S. (1990). The effects of computer-mediated texts on the vocabulary learning and comprehension of intermediate-grade readers. Journal of Reading Behavior, 22(4), 395-411.

Reitsma, P. (1988). Reading practice for beginners: Effects of guided reading, reading-while-listening, and independent reading with computer-based speech feedback. Reading Research Quarterly, 23(2), 219-243.

Rosenbluth, G. S., & Reed, W. M. (1992). The effects of writing-process-based instruction and word processing on remedial and accelerated 11th graders. Computers in Human Behavior, 8, 71-95.

Roth, F. P., & Spekman, N. J. (1986). Narrative discourse: Spontaneously generated stories of learning disabled and normally achieving students. Journal of Speech and Hearing Disorders, 51, 8-23.

Roth, F. P. (1986). Oral narrative abilities of learning-disabled students. Topics in Language Disorders, 7(1), 21-30.

Roth, F. P., & Spekman, N. J. (1989). The oral syntactic proficiency of  learning disabled students: A spontaneous story sampling analysis. Journal of Speech and Hearing Research, 32, 67-77.

Roth, S., & Beck, I. L. (1987). Theoretical and instructional implications of the assessment of two microcomputer word recognition programs. Reading Research Quarterly, 22(2), 197-218.

Scardamalia, M., & Bereiter, C. Research on written composition. 

Smith, C. B. (1989). Learning through writing. The Reading Teacher, 43(2), 172-173.

Tindal, G., & Hasbrouck, J. (1991). Analyzing student writing to develop instructional strategies. Learning Disabilities Research & Practice, 6, 237-245.

Tindal, G., & Parker, R. (1991). Identifying measures for evaluating written expression. Learning Disabilities Research & Practice, 6, 211-218.

Tindal, G. A., & Marston, D. B. (1990). Written expression assessment. In Classroom based assessment: Evaluating instructional outcomes (pp. 203-232). Columbus, OH: Merrill Publishing Co.

Torgesen, J. K. (1986). Computers and cognition in reading: A focus on decoding fluency. Exceptional Children, 53(4), 157-162.

Torgesen, J. K., & Barker, T. A. (1995). Computers as aids in the prevention and remediation of reading disabilities. Learning Disability Quarterly, 18, 76-87.

Vaughn, S., Schumm, J. S., & Gordon, J. (1992). Early spelling acquisition: Does writing really beat the computer? Learning Disability Quarterly, 15(3), 223-228.

Wepner, S. B. (1987). Connecting computers and reading disabilities. Reading, Writing, and Learning Disabilities, 3, 297-307.

Woodruff, E., Bereiter, C., & Scardamalia, M. (1981). On the road to computer assisted compositions. Journal of Educational Technology Systems, 10(2), 133-148.