This paper considers the effect of computer use (word processing) on the compositions written by minority college freshmen in basic writing courses, focusing in particular on differences in composition quality and the kinds of thinking evidenced in the essay, as well as determining whether any differences were gender related. Subjects were 40…

Eleven fifth- and sixth-grade learning-disabled students composed and revised stories using handwriting, dictation, and word processing. Dictated stories differed from other formats on product measures such as length, quality, and grammatical errors. Differences between handwritten and word-processed stories were found on the process measures of…

Designed to assist educational researchers in utilizing microcomputers, this paper presents information on four types of computer software: writing tools for educators, statistical software designed to perform analyses of small and moderately large data sets, project management tools, and general education/research oriented information services…

A study at a small southwestern suburban school examined specific process variables which occurred as children were taught composition skills using word processing, word processing with voice synthesis, and no word processing. Subjects were 45 second grade students, who were divided into three groups on the basis of scores on a reading…

This paper synthesizes some of the many ideas and issues pertaining to research on the development of writing skills, and on creating new technologies for writing. Such technologies include computer-based production tools, videodiscs, and other mass storage technologies with potential for knowledge storing and structuring. The discussion also…

This investigation of the effect of typing skill on using a word processor for composition hypothesized that students who had learned keyboarding skills would: (1) write longer essays when using a word processor; (2) revise their essays more when using a word processor; (3) feel more positive about typing when using a word processor than students…

This study examined the effects of a year-long word processing program on learners' holistic writing skills. Based on results of a writing pretest, 80 seventh grade students were designated as relatively high or low in prior writing achievement and assigned to one of two groups: a word processing treatment and a conventional writing process…

Reports on a study of the writing skills of 51 Italian fourth graders who used word processors for several months. Concludes that word processing can help motivate children and teachers to do more writing and that further improvement in writing skills would occur if the children received writing instruction. (CFR)