knute, while we didn't ever do this for official 2e/dysgraphic reasons, (we did it for motor-skills reasons due to age), I did scribe in some capacity or another for DD until she was almost eleven. (We're with a virtual school, so the amount of written work is kind of crushing even for NT kids.)
Here's what I learned in doing that:
a) fading the support gradually is important if that is a goal (as I know that for some kids with disability, it isn't a realistic one),
b) I tended to scribe EARLY in the writing process, and let DD do the touching up part of things. This way, the organizational components happened under my watch, which helped her to practice truly good writing which reflected her thoughts.
c) Pick and choose depending upon which writing has the most to offer in terms of learning. Writing out answers to study questions, for example, was a non-starter. I never made her do that until quite recently (high school).
d) Make sure that the child has a chance to practice each component of the writing process-- and to know how to connect those elements to one another. That is, make sure that if you scribe pre-writing, the child has a chance to turn that into an outline or a draft. This is where I found that it was ultimately better for my DD's development as a writer if I were involved in the very beginning of the process (pre-writing/organizing/outlining) and in help with editing at the end.
e) keyboarding? That is a pretty essential skill. Until typing speed is up to par, scribing is fine... but again, with an eye toward moving the child to doing it.
We never had very good luck with VR software, either.
