Evaluating the Use of Word Processors in Teaching Writing Composition.

Autor/inn/en	Moore, Margaret A.; Turner, Susan D.
Titel	Evaluating the Use of Word Processors in Teaching Writing Composition.
Quelle	In: Florida Journal of Educational Research, 30 (1988) 1, S.73-82 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Classroom Techniques; Elementary School Teachers; Instructional Effectiveness; Intermediate Grades; Program Evaluation; Revision (Written Composition); School Districts; Skill Development; Teacher Attitudes; Writing (Composition) + Suchen Sie Ihr Suchwort? Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg; Mittelstufe; Programme evaluation; Programmevaluation; Korrektur; School district; Schulbezirk; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrerverhalten; Schreibübung
Abstract	This exploratory study evaluated the effects of using word processors to aid fourth- and fifth-graders in developing writing skills. The study focused on the Developmental Writing Program of the Hillsborough County (Florida) School District. A pre-study assessment indicated that, although students wrote well, they were reluctant to revise and edit their compositions. Word processing technology was used as a means of motivating and easing revision. Three fifth-grade and three fourth-grade teachers and their classes were included in the treatment group; the treatment group was matched with a control group who did not use word processors in association with writing instruction. A total of 204 students in 12 classes and 12 teachers constituted the study sample. Both teachers and students received training in the use of word processors. Formative evaluation results suggest that the compositions of students in the treatment group improved more than those in the control group. An analysis of students' composition revision characteristics indicates that students who used word processors made more revisions and that their revisions were more meaningful than those of students who did not use word processors. Teachers were also strongly influenced by the innovative program. One data table is included. (TJH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC