ABSTRACT

Many children find writing to be a challenge. This exploratory case study included four students with a learning disability who had writing goals/objectives in their individual education program. The students participated in a larger project in which they learned and practiced writing with an iPad art app. Planning a text with digital art offered students the opportunity to think about key questions that should be addressed in a story (e.g., who, when, where, what happened) and then illustrate their ideas. The focus of this study was to examine the effect of drawing on idea generation for writing. The researchers employed visual and thematic analysis methods to compare students’ texts with their iPad drawings. A general finding of this study was that art did indeed help the students generate ideas for their stories and, specifically, that: (1) art was aligned with written/spoken stories, (2) art allowed for multiple options to explore, (3) art served as a reminder about story details and story line, and (4) art served as a catalyst for adding details and drama to stories. Limitations to the study and ideas for future research are discussed.

摘要

许多孩子发现写作是一项挑战。这个探索性案例研究包括四名有学习障碍的学生，他们在个人教育计划中制定了写作目标。学生们参加了一个更大的项目，在这个项目中，他们使用 iPad 艺术应用程序学习和练习写作。用数字艺术规划文本，让学生有机会思考故事中应该解决的关键问题（例如，谁、何时、何地、发生了什么），然后说明他们的想法。本研究的重点是检查绘画对写作创意产生的影响。研究人员采用视觉和主题分析方法将学生的文本与他们的 iPad 绘图进行比较。这项研究的一个普遍发现是艺术确实帮助学生为他们的故事产生想法，特别是：(1) 艺术与书面/口头故事保持一致，(2) 艺术允许多种选择来探索，(3) 艺术是关于故事细节和故事情节的提醒，以及 (4) 艺术是添加细节的催化剂和故事的戏剧。讨论了研究的局限性和未来研究的想法。