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ERIC Number: ED296492
Record Type: RIE
Publication Date: 1987-Feb
Pages: 202
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teachers, Children and the Magical Writing Machine: Instructional Contexts for Word Processing with Learning Disabled Children. Final Report, and "I Know What to Say!" Writing Activities for the Magical Machine.
Morocco, Catherine Cobb; And Others
The 2-year study investigated the use of word processing technology with 36 learning disabled (LD) intermediate grade children and 9 remedial teachers in five Massachusetts school districts. During the first year study staff documented how word processing was being used. In the second year, word processing activities hypothesized to be the most effective were designed and tested. Analysis resulted in a model of writing instruction with LD students and a set of student case studies which demonstrate the intersection of particular teaching approaches, the word processor, and individual LD writers. Results are interpreted in terms of: LD children's writing strengths and problems; LD students and machine skills; unique feature of word processing; instructional approaches; and most effective approaches. Of three teaching approaches--substantive instruction, procedural instruction, and direct instruction--procedural instruction in which teachers provided students with strategies for generating ideas was the most effective. The writing model suggests that all three instructional approaches have an appropriate time in the writing cycle with procedural instruction having direct effects on productivity, a sense of ownership of the writing, and metacognitive awareness. Also included is the handbook of writing activities which developed out of this research and which include using the computer as a journal, using dialogue to write stories, using interviewing to tell other people's stories, and responding in writing to contemporary events. (DB)
Education Development Center, 55 Chapel St., Newton, MA 02160 ($14.00 for the 2 documents).
Publication Type: Reports - Evaluative; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Education Development Center, Inc., Newton, MA.