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Wordbar/ Word Bank

Overview:

  • Word Bar, more commonly referred to as a Word Bank, is a floating bar at the bottom of a computer screen that houses frequently used words or pictures with words attached that can be dragged and dropped into a document.

  • Word Banks can be downloaded or installed onto your device to be used with writing applications such as Word.

  • Word Banks eliminate the need to type, spell, or recall a word and therefore can be helpful for individuals with spelling or writing challenges.

To see Word Banks in action, check out this video: https://www.youtube.com/watch?v=vxItnLrSu9U&t=15s


Research

Glass, Clause, and Kreiner (2007)

  • In this study, 60 college students were asked to complete a fill-in-the-blank vocabulary test with or without using a word bank.

  • Results showed that the students who used the word bank performed better than the students not using the word bank. It should be noted that the students in this study did not have any disabilities.

Thiel, Sage, and Conroy (2017)

  • This study examined the performance of 8 adults with acquired dysgraphia on email writing with the option to use or not use word banks.

  • Results indicated that the adults had varied experiences of using the word banks and some found that they were visually distracting. However, the spelling of the participants using the word bank showed more improvement than individuals not using the word bank. Additionally, those who used the word bank demonstrated better writing overall.


Quick Facts

Advantages

  • Has been shown to decrease spelling errors (Thiel et al., 2017)

  • May improve student test performance (Glass et al., 2007)

Disadvantages

  • Requires extensive training to use well (Thiel et al., 2017)

  • Students may find the software frustrating (Thiel et al., 2017)

To Consider

  • Find the right match between the student's needs and the chosen AT

  • Provide auditory feedback for beginner or poor readers (Pennington, 2016)

  • Teachers may also consider adjusting font size, background color, touch sensitivity, and scanning options depending on the preferences of individual students (Pennington, 2016)


Insights from Practice

Word banks can be helpful for students struggling to access vocabulary in a similar way that word prediction might help, but requires the teacher to predetermine the options students can select. This can be useful for young students or students with intelletual disabilities.

Product
Price
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Internet Reliance

Exact prices change frequently, which is why only approximate ranges are listed. 

$ - Under $5

$$ - Between $6 and $50

$$$ - Between $51 and $250

$$$$ - Over $250

References

 

Glass, L. A., Clause, C. B., & Kreiner, D. S. (2007). Effect of test-expectancy and word bank availability on test performance. College Student Journal, 41, 342-351.

 

MacArthur, C. A. (1998). From illegible to understandable: How word recognition and speech synthesis can help. Teaching Exceptional Children, 30, 66-71.

 

Naraian, S., & Surabian, N. (2014). New literacy studies: An alternative frame for preparing teachers to use assistive technology. Teacher Education and Special Education, 37, 330–346.

 

Pennington, R. C. (2016). Write on! Using assistive technology and systematic instruction to teach

sentence writing to students with moderate to severe disability. Journal of Special Education Technology, 31, 50-57.

 

Pennington, R. C., & Delano, M. (2014). Teaching written expression to students

with intellectual disability. In D. M. Browder & F. Spooner (Eds.), More language arts, math, and science for students with severe disabilities. Baltimore, MD: Brookes.

 

Satterfield, P. (2013). What’s your script?: Assistive technology and writing. Retrieved from http://www.gatfl.gatech.edu/tflwiki/images/b/b1/TFL_webinar_Assistive_Technology_and_Writing_Sept_26.pdf

 

Thiel, L., Sage, K., & Conroy, P. (2017). Promoting linguistic complexity, greater message length and ease of engagement in email writing in people with aphasia: initial evidence from a study utilizing assistive writing software. International Journal of Language and Communication Disorders, 52, 106–124.

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