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This study entailed the implementation and evaluation of a Web–based technology designed to support the writing performance of fourth– and fifth–grade students with learning disabilities (LD). The technology, Technology–Enhanced Learning Environments on the Web (TELE–Web), was implemented in a resource room setting involving 12 students with LD in the upper elementary grades. To evaluate the effects of the scaffolds on performance, students wrote personal news stories in three conditions: Scaffolded Personal News, Unscaffolded Personal News, and paper and pencil. The results revealed that the scaffolding condition significantly improved writing performance, particularly with respect to students’ abilities to produce organized texts.
Englert et al. (Tue,) studied this question.