A review of the Writer Rabbit software program details its multiple classroom uses, focusing on language arts activities such as practicing identification and classification of sentence parts, practicing spelling, and inventing stories. (CB)

Describes a study showing that primary grade students can benefit from using a word processor in activities that involve the creation of text. Suggests activities that further extend the value of the word processor in language arts instruction. (EL)

Discusses the rich potential of Logo (a computer programing system for children) and particularly LogoWriter (its word processor) as learning tools in the language arts. Cautions against their use as rote exercises. (SR)

A preliminary classroom study is reported in which learning disabled intermediate students participated in a holistic approach that combined the process approach to writing with the word processing capabilities of the microcomputer. Results suggested that improved written language skills on the computer transfer to pencil-and-paper tasks. (CL)

Offers suggestions for use in evaluating word processing programs for writing instruction. Provides an evaluation form. (FL)

Presents a computer-assisted activity that helps students discover the importance of choosing words carefully. With a word processing program, small groups of students prepare creative, fill-in-the-blank challenges in which classmates must replace missing adjectives or verbs. (SM)

Language arts skills and writing projects can be combined with activities that teach the fundamentals of word processing to improve the language arts curriculum. Suggested lessons cover five writing and editing operations common to most word processing software. (DF)

Examines two language arts computer innovations that are based on the process view of reading and writing rather than on the "reductionist" or individual skills view. The first is a software program called "Puzzler," the second is the application of word processing in composition. (HTH)

The computer can be used in the classroom to make writing tasks less formidable. The word processor allows the writer to make corrections with less effort than rewriting an entire paper. Students are better able to see an imbalance between what they write and what they intended when writing with a computer. (DF)

Provides abstracts of documents reporting computer applications in reading and language arts that have been entered in the ERIC system. (CRH)

The purpose of this focused newsletter is to give teachers who know little or nothing of computers some background on which to base further investigation and decisions. It begins by explaining what a computer is and defining such terms as software, hardware, memory, input/output devices, and disk drive. The newsletter then outlines four major uses…

Microcomputer technology can assist students in two important phases of basic skills instruction--acquisition and application. Providing interactive practice with immediate feedback in a way that most students find motivating, microcomputers can help students build a solid foundation in such basic skills as punctuation use. In addition, word…

The paper describes and evaluates the use of computer instruction with three student populations: severely handicapped, severely emotionally handicapped, and learning handicapped. In the first instance, instruction was aimed at helping severely handicapped students operate software as independently as possible. Important steps in the instructional…

Designed for use by elementary school teachers, this discussion paper discusses the use of the word processor in the teaching of writing. The paper examines both the positive and negative aspects of computer use. After comparing the writing process with the problem solving process, the newsletter provides articles relating teachers' experiences…

Discusses the potential of microcomputers for accomplishing educational goals beyond drill and practice software. Describes a program in which students have access to a computer-based network that connects classrooms in four states, which allows peer response, develops a sense of audience, and gives students greater control over their literacy…