AbstractNine case studies were conducted to evaluate the usefulness of a predictive text entry program within a classroom environment. The program, PAL, was found to be very successful in eight of the cases. For children with poor motor control, the key‐saving aspects speeded up text creation. Of even greater significance was the extent to which children with severe spelling problems were helped. They were able to produce much higher quality written work with a substantial reduction in the number of spelling errors. This provided great motivation for the children, and teaching staff commented on their improved confidence and attention span, as well as stimulation of language and vocabulary development. One of the children was on the verge of being classified as a non‐reader and, although progress was slow, a significant improvement in the child's work was obser