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Using multimodal communication to motivate dyslexic high school students to write: A case study

, Teachers College, Columbia University, United States

Teachers College, Columbia University . Awarded


This study documents the experiences of six high school students who were attending a school for students with language-based learning differences and participating in the school's digital videomaking curriculum, and examines the roles that video-making activities played in encouraging these students to write. In the context of six individual case studies, the individual student and associated teacher interviews, observational data, as well as video and writing examples are presented.

The study found that all students reported that videomaking had increased their motivation to engage in writing, and the two most advanced students appeared to engage in writing for pleasure. In addition, two of the participants reported improvements in social skills (which may be contributing to writing skill improvement). In two cases, organizational skill improvement was reported. In three cases, there were reports of improvement in self-confidence, as well as support for visual learning styles. The study documented teacher reports of motivational improvement, improvements in oral expression ability, increases in the student's self-confidence, and improvements in the student's social skills. Using the Northwest Regional Educational Laboratory Six Trait Writing Rubric, the student writing and video work was compared. The study concluded that digital videomaking appears to be an efficacious learning activity for high school students who may have dyslexia.


Coughlin, T.P. Using multimodal communication to motivate dyslexic high school students to write: A case study. Ph.D. thesis, Teachers College, Columbia University. Retrieved March 20, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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