Many students with learning disabilities (LD) and emotional/behavioral disorders (EBD) struggle with the writing process. Technology has shown to be effective in supporting prewriting, drafting, revising, proofreading, and publishing of written products. This article explains the use of one technology-based graphic organizer with embedded…

Background: The need for improvement in writing instruction in schools is dependent on teachers being aware of evidence-based procedures in writing and implementing them on a regular basis in their classrooms. Purpose: The purpose of this study was to explore the frequency with which teachers in Western Canada employed evidence-based procedures in…

Discusses briefly three reports (a meta-analysis, a project description, and a reformulation of the "quality" question) on the usefulness of word processors and telecommunications in improving student writing. (SR)

A program in a special school provides 60 deaf students (ages 9-19) with microcomputer access for three to four hours per week. The microcomputer is being used to develop student writing skills (creating, editing, refining), to publish a desktop school newsletter, and to participate in a telecommunications network. (DB)

Argues that having students use the outlining, prompting, and abstracting capabilities of word processing programs can help tighten their writing organization. (FL)

Writing strategies encourage beginning writers to collect, explore, and focus ideas. This paper presents a rationale for fusing the word processor with the writing process and offers a series of pre-writing strategies, such as brainstorming, clustering and chunk writing, to help learning-disabled writers begin writing. (Author/PB)

The two components of this document are: (1) a brief position paper; and (2) a related but independent bibliography of references on using computers in reading/writing instruction. The paper presents six recommendations for the intelligent use of computers in the teaching of reading and composition, discussing the guidelines of the International…

Word processors can be used in the classroom to help teach both the mechanics of writing and the process as a whole. The computer can facilitate student/teacher conferencing, peer evaluation, peer collaboration, and purposeful writing. (DF)

Presents specific practical suggestions about evaluating and selecting word processing programs and text editing programs for students learning to write on microcomputers. (CRH)

A meta-analysis compared quality of writing samples of 836 students (kindergarten through college) using word processors versus traditional writing methods. Study found small but significant improvement of quality of those using word processors; no significant difference between experienced and nonexperienced writers; small, significant positive…

Investigates the theoretical basis of the writing process and describes the possibilities of word processing as a tool to support it. Writing process models are compared; the advantages of word processing are discussed, highlighting the revision process; and a model for use by elementary and secondary teachers is suggested. (21 references) (LRW)

Discusses the need for research about writing and technology. Poses needed research questions regarding descriptive research, correlation research, and qualitative research. Offers experimental questions as well. (PRA)

Offers brief summaries of seven recent doctoral research studies that focus on word processing and writing. (SR)

Writing expert Donald Graves discusses various issues related to writing and computers, suggesting that word processors can help bring out the natural writers in students. Six tips for conducting successful writing conferences are listed and discussed with sample student and teacher commentary. Software to improve writing skills is also discussed.…

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