A comparison of compositions written by 19 sixth graders using pencil and paper with those written by 19 sixth graders using word processors found that though the quality of writing, accuracy of grammar, and reading ease did not differ between the two approaches, students using computers wrote more words and sentences. (PEN)

Describes study of elementary students that was conducted to assess the impact of microcomputers on classroom organization, interaction between teachers and students, and student learning. Teacher characteristics and their influence on learning outcomes are discussed, and a study that used computers for a writing project is described. (nine…

Discussion of the writing process of elementary students with learning disabilities focuses on studies of a HyperCard stack that was developed to help beginning writers and their teachers. Texts created with the hypermedia are compared with texts created using paper and pencil and word processing. (Author/LRW)

Synthesized speech was added to a word processor used by children in grades two and five. Each student wrote four stories on a microcomputer and received spoken feedback on two of them. It was found that students wrote longer stories, edited more, and enjoyed writing more with the spoken feedback. (24 references) (LAE)

A study of the effects of a typing tutor plus a computer-based word processor versus paper and pencil on the writing of six elementary students with behavioral disorders found small improvements in capitalization, spelling, punctuation, and complete sentences attributable to either method, though story length increased for three of six students…

A three-year study (grades 3-5) of two groups of elementary school students determined that writing quality improved in a high-computer-access school, as indicated by holistic measures of writing message (meaning and content quality) and medium (quality of the form and surface features). In-class observation supported the contention that word…