This study investigated the writing results from an existing data set of 36 students who performed braille writing dictation through the repeated writing activity in the braille writing app. The data was the writing results of students between the first and the sixth grade levels. Results were categorized into types of errors, the most common types of errors, time spent on completing the tests, number of correct answers, and number of aggregate types of errors. Students listened to the audio prompts from their iPads, and then wrote using contracted braille with the refreshable braille display paired with the iPad through the braille writing app. There were 22 types of errors found in the writing results. The most common error was misspelling, followed by missed word(s) and braille contraction errors. When comparing the writing results, students had more correct responses and fewer errors when they repeated the same test and when they completed different multiple tests. Therefore, repeated writing activities using the braille writing app helped these visually impaired students improve the speed and accuracy of their writing. However, it was expected that the students would complete a larger number of the writing tasks than was actually produced in the study. Teachers need to motivate students to spend time on the app in order to complete more tests, and particularly to get more practice with the same tests. Improvements to speed and accuracy in writing braille for students with visual impairments are important. Thus, collaboration between teachers, braille instructors and transcribers, and technology designers is greatly needed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]