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…

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…

Suggests that university computer labs offer the advantages of decentralizing instruction and drawing attention to students' writing. Notes that, although labs require money and instructional space, the benefits outweigh the limitations. Argues that, once a collaborative atmosphere is established and word processing is practiced, students can…

This study addresses two questions: how can computers be effectively employed in the composition classroom, and to what extent does instruction in writing complement the use of the word processor in developing writing skills? Thirty-eight current research studies on the effects of using word processing to teach composition are reviewed. The…

This report describes a computer-assisted writing laboratory project integrating Model Curriculum Standards (teacher-developed instructional literature guides integrating the reading of core pieces of literature with the writing process), the writing process, computer hardware and software, and staff development. The report estimates that in the…

Describes the Local Area Network (LAN), a project in which students used LAN-based word processing and electronic mail software as the center of a writing process approach. Discusses the advantages and disadvantages of networking. (MM)

A process approach to writing instruction for students with learning disabilities is presented. The approach involves students sharing their work with each other, receiving frequent response to their writing, using word processing to support fluent text production and ease revision, conferencing with teachers to develop writing strategies, and…

The booklet is divided into two parts: theory and method. Theory includes: (1) About corresponding rules for project work and process writing; (2) Introduction to process writing; (3) How to organize the teaching in primary and lower secondary school with only a few computers; (4) What about children who are not familiar with the keyboard?; (5)…

The word processor helps teachers to use the process approach to writing. In using the word processor, the teacher can create tasks on the computer to assist students during each step of the writing process, i.e., prewriting or idea processing, drafting or writing, revising/rewriting or editing, and the publishing process or communicating. Ideas…

Shows how style and usage checkers can be used in writing exercises that encourage a recursive pattern of student revision. Looks at several instructional design ideas that can create "process-centered" revision software that appears heuristic, contextual, and interactive. (RS)

By employing techniques learned through special education research together with the process approach to teaching writing, the composition teacher can help the ever-increasing number of learning disabled (LD) students in the developmental writing class to improve their writing. Using the process approach, LD students first concentrate on gathering…

Examines the use of word processing by undergraduate business communication students at the University of Nebraska. Finds that very few use word processors as their primary writing tool. Notes that few business communication textbooks address the use of word processing. Suggests business instructors emphasize the use of word processing in all…

Argues that incorporating computers into writing across the curriculum programs is important because computers are becoming more common and more essential in business and professional writing. Argues that the success of institutionalizing the computer depends on convincing teachers that teaching the processes of writing and thinking is essential.…

This practicum was aimed at increasing children's abilities to use the computer through word processing activities. Most of the activities involved children working in cooperative groups. Another objective of the practicum was to incorporate the computer into the language arts area. A third objective was to effectively use a single computer beyond…

Intended for teachers beginning to integrate the use of computers into the teaching of writing, this manual reports on a computer and writing skills project for teachers and discusses current theory and research in relation to the classroom experience, practical advice, and specific teaching suggestions of the 10 secondary school teachers involved…