The author reviews software programs in creative writing for students with learning disabilities. In addition to processing programs, software that focuses on story building, revising, poetry writing, and narrative and expository writing is considered. (CL)

Describes a study showing that primary grade students can benefit from using a word processor in activities that involve the creation of text. Suggests activities that further extend the value of the word processor in language arts instruction. (EL)

Outlines one school's approach to using microcomputers to help teach writing skills in high school. (MD)

Discusses what to look for when considering the purchase of a microcomputer. Also discusses the basic features of word processing, spreadsheet, and database software. (JN)

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

Optical Character Recognition Scanners (OCR) scan typed text and feed it directly into word processing systems, saving input time. OCRs are valuable in word processing training programs because they allow more students access to classes and more time for skill training. (MD)

Assessed the perceived managerial preparedness of word processing managers in selected Ohio businesses and compared the findings with current literature, word processing curricula in two-and four-year colleges and universities, and the curricular elements in the IBM Word Processing Managers' Seminar. Developed specific training topics for word…

Use of a translator and an interrupt handler to generate Escape (ESC) sequences without losing characters is discussed. The system (focusing on use of WordStar with a Zenith/Heath Z-19/H-19) allows assignment to single keys entire sequences of editor instructions and small routines. Program listings are included. (JN)

In a 16-hour testing and training period, five blind students learned to use the IBM Audio Typing Unit, a device which works by monitoring a host typewriter and producing electronic speech, enabling blind typists to revise and review final copy without assistance. (Author/MC)

States that the advent of word and data processing centers necessitates an integrated approach to business education curriculum. Describes how a typical word processing center should operate in a school as if it were situated in a large corporation or business. (NRJ)

Milwaukee (Wisconsin) has two schools that offer courses in word processing as a part of their business education curriculum. The author describes how the two programs were established. (MLF)

A school district saves time and costs with an integrated word and data processing system based on a computer that handles, on two mainframe computers, database inquiries and all district office word processing. (Author/MLF)

Nine activities are suggested that are designed to help students develop skills in utilizing proofreading as an aid to good spelling. Included is a suggested list of word processing and other software which has spelling check features. (IAH)

Suggests the use of initial letters, bold lines, subheads, and gimcracks (a device to add flair to copy blocks) to break up long gray blocks of copy. Presents examples of these typographical tricks. (MS)

After examining the related research, it is difficult to conclude with certainty that the use of word processors is always effective in improving writers' revising skills or that their use necessarily leads to the production of higher quality texts. Their effectiveness depends on other factors that psychologists are starting to measure. (110…