DiMera Dvorak

EDU 316
Mrs. Vander Wilt
Portable Word Processor Research Paper
A portable word processor is insubstantial and easy to transport. Due to its lightweight, a
portable word processor can be easily transferred from one classroom to the next or from school
to home. A portable word processer is also known as a portable keyboard. There are different
size variations between each portable word processor. There are different types of portable word
processors. Portable word processors are used by students who struggle with writing. Individuals
who have trouble with handwriting and prefer to use a keyboard benefit the most when using a
portable word processor (Stanberry & Raskind, 2009).
A portable word processor may also benefit students with attention deficits, as well.
However, it is excellent for students who have poor penmanship. The screen of a portable word
processor varies in size depending on the brand of the device. There is a built in spell check
within the portable word processor in order to help students with spelling errors. When a student
is typing on a portable word processor, the text automatically saves to the device. In order for
one to get the text off the portable word processor, a USB cord must be plugged into it and a
computer to transfer the material (Georgia Project for Assistive Technology, n.d.).
One nice feature a portable word processor has is once users type a text they can always
go back and edit it. Most portable word processors have keyboard programs on them which help
students who are new to keyboarding or for those who need extra practice (Georgia Project for
Assistive Technology, n.d.).

According to the Georgia Project for Assistive Technology (n.d.), the types of portable
word processors available include NEO, Dana, AlphaSmart 3000, Quick Pad, Writer Fusion,
Laser PC 6, and Forte. NEO replaced AlphaSmart 3000, the most common portable word
processor used by students. I investigated more about the Forte portable word processor.
According to Blogger (2013), a Forte is run on battery; therefore, all one needs to do in
order to charge it, is plug it into an outlet. A Forte costs under $250 per device including a variety
of features. An individual is able to adjust the font style and text size. The user does not use a
mouse as he/she can edit material through the keyboard keys. A Forte is easy to navigate and has
an age appropriate appearance. There are tools and supports to help with writing.
There are several different features a Forte has to offer. A thesaurus and dictionary is
incorporated into a Forte. A customized word prediction list can be made by the user to aide in
sentence writing. Forte includes a text-to-speech feature to help auditory learners. There is a
calendar with automatic reminders to help with students who forget about important upcoming
events which aids with organization. A teacher can import spelling lists onto a Forte and the
student can choose from ten different interactive spelling activities to practice. There are also ten
math activities that are timed and based on math facts available to Forte users. The score button
grades the students on his/her writing.
In conclusion, portable word processors are used by individuals who struggle with
writing. It is lightweight and easy to transport from place to place. Portable word processors aid
individuals who would rather use a keyboard than write by hand. There are many benefits a
student receives when using a portable word processor. It assists students with their learning. A
portable word processor is easy to navigate and has many features to offer.

References
Blogger. (2013, October 26). Technology for Special Education needs. Retrieved from
http://techspedneeds.blogspot.com/2013/10/portable-word-processor-forte.html
Georgia Project for Assistive Technology. (n.d.). Portable word processors. Retrieved from
http://www.gpat.org/Georgia-Project-for-Assistive-Technology/Pages/WS-PortableWord-Processors.aspx
Stanberry, K., & Raskind, M. (2009). Assistive technology for kids with learning disabilities: An
overview. Retrieved from http://www.ldonline.org/article/33074/