Word Processors and Children's Writing in a High-Computer-Access Setting
Journal of Research on Computing in Education Volume 30, Number 2, ISSN 0888-6504
A three-year study (grades 3-5) of two groups of elementary school students determined that writing quality improved in a high-computer-access school, as indicated by holistic measures of writing message (meaning and content quality) and medium (quality of the form and surface features). In-class observation supported the contention that word processors contributed to the improvement. (PEN)
Owston, R.D. & Wideman, H.H. (1997). Word Processors and Children's Writing in a High-Computer-Access Setting. Journal of Research on Computing in Education, 30(2), 202.
Cited ByView References & Citations Map
Douglas H. Clements & Julie Sarama, University at Buffalo, State University of New York, United States
AACE Journal Vol. 11, No. 1 (2003) pp. 7–69
Natalie Beck & Tony Fetherston, Edith Cowan University, Australia
Information Technology in Childhood Education Annual Vol. 2003, No. 1 (2003) pp. 139–161
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.