A study was conducted to see if the use of word processing programs during composition instruction for basic writers would result in a larger quantity of writing and more global revision while writing. Subjects were 18 fifth, sixth, or seventh grade students who had been referred for remedial reading and writing instruction. They were assigned to…

Presents some of the better-known models to describe the process to writing. Combines some of their common features into a framework that is useful for thinking and talking about the roles that computers may play in supporting "the writing process." (MG)

A study examined questions concerning: (1) how writing was taught and integrated with other learning activities in the Apple Classroom of Tomorrow (ACOT) environment; (2) students' experiences with and attitudes toward word-processing; (3) teachers' experiences and attitudes; and (4) the influences of the computer-based activities on writing…

A study examined the behavior of first graders as they collaborated on a writing exercise using a word processor. Data were collected over three weeks in the form of fieldnotes and 13.5 hours of videotape of students working at the computer. Videotapes were examined to locate patterns of discourse and physical actions, and by abstracting from the…

A study at Hong Kong University explored the use of the word processor as a writing tool in enhancing a process approach to writing instruction and the effect it has on writing performance, student attitudes to writing and revising, and the process by which students revise their scripts. A comparative analysis was done on a control group of 13…

Although there are many retrospective accounts from teachers and professional writers concerning the effect of computers on their writing, there are few real-time accounts of students struggling to simultaneously develop as writers and cope with computers. To fill this void in "testimonial data," a study examining talking-aloud protocols from a…