In an effort to identify effective instructional practices for teaching writing to elementary grade students, we conducted a meta-analysis of the writing intervention literature, focusing our efforts on true and quasi-experiments. We located 115 documents that included the statistics for computing an effect size (ES). We calculated an average…

In response to critics' charges that use of the word processor may have a detrimental effect on writing, this study identified and analyzed 20 published studies that used experimental and control groups to compare conventional writing instruction (using handwriting) with instruction using the word processor. Five types of outcomes were analyzed:…

This metanalysis reviews 32 studies that compared 2 groups of students receiving identical writing instruction, with only 1 group using word processing for writing assignments. Word processing improved the quality of student writing but did not improve student attitudes. Suggestions are given for using word processing more effectively. (SLD)