Word processing software eliminates the physical barrier that young children experience as they struggle to make letters, by hand as well as the psychological barriers some children perceive when they equate their poor handwriting with a lack of writing ability. (MT)

A ten-day plan for letting students create their own choose-a-plot books is given. Students develop skills in creating plot structures, coming up with logical story lines, and inventing striking characters. Instructions for adapting the plan to word processing programs are given. (MT)

The paper explores the capabilities and limitations of computerized spelling checkers, and describes "School Speller," which operates with the "Magic Slate II" word processing package. Program features include requiring students to practice spelling by re-typing words unrecognized by the program, and allowing teachers to view the accumulating list…

Describes features and uses of LogoWriter, a revised and expanded version of Logo. With LogoWriter, a student can not only command the turtle to draw pictures but also (because of a built-in word processor) can add text to the screen. (JN)

Strategies developed by teachers for using word processing software in writing programs for grades K-6 are presented. These strategies will work with just one computer in a classroom. Two software programs are described. (MT)

Presents the opinions of two computer educators on the use of "The Bank Street Writer" and "WordStar" in the classroom. (AEA)

This report presents the findings from a 2-stage, multi-method study conducted in 2000 and 2001 on the editing skills and processes which students at two schools in New Zealand used when working with word processors and with pencils. The study's main aim was to examine the influence of the use of a word processor on students' editing processes and…

The usefulness of the computer for facilitating children's creative writing and for manipulating structures in writing is illustrated. (MP)

Ideas, suggestions, and program listings are provided to demonstrate Logo's list-processing capabilities. These include printing, writing, composing, and drawing words; word power, word lists, random words, and creating words. Program listings are for Apple (LCSI) Logo version. (JN)

Presents a how-to guide for producing student booklets with a word processor. Steps in the production process are discussed including formatting the text, layout, editing, and final paste-up and printing. (MBR)

Outlines how microcomputers can reduce paperwork and add efficiency to the principal's job. Includes recommendations for software programs and tips on effective uses of microcomputers. (MD)

Discusses the potential of word processors for allowing students to generate and manipulate language while writing, and its superiority over the widespread use of computer programed packages and drills for teaching writing. (HTH)

Presents five articles that consider computer keyboarding instruction at the elementary school level. Highlights include keyboard familiarization techniques that do not require a computer; integrating keyboarding skills into the rest of the curriculum; and Type-Right, an inexpensive laptop computer dedicated to teaching keyboarding. (LRW)

Describes Project Write which uses a hierarchy of critical thinking skills in the formation of concepts and theories. Describes how students use computers to brainstorm, categorize, verify, sequence story details, and create a main idea and conclusion for their expository writing. (RS)

The study compared stories written on either a word processor or handwritten by 15 children (ages 8-12) with learning disabilities. Use of the word processor resulted in fewer spelling errors for children with severe spelling problems and longer stories for children having problems with the mechanics of the writing task. (Author/DB)