ERIC Number: ED314023
Record Type: RIE
Publication Date: 1989-Jul
The Efficacy of Computer Assisted Instruction in Teaching Composition.
Liechty, Anna L.
This study addresses two questions: how can computers be effectively employed in the composition classroom, and to what extent does instruction in writing complement the use of the word processor in developing writing skills? Thirty-eight current research studies on the effects of using word processing to teach composition are reviewed. The studies are categorized in two ways: studies in which participants received simultaneous instruction in the writing process as they used word processors, and studies in which participants did not receive such instruction. Within these categories the studies were further grouped by the maturity or ability level of the participants (young, basic, or able writers). Analyses of the findings indicated that: (1) given the increased time on task, greater length of writing samples, and positive attitudes of most students writing with word processors, the computer seems to be a valuable instructional tool in the composition classroom; (2) the writer's tendency to do less planning when writing with a word processor necessitates instructional intervention; (3) significant questions are raised about the role of the computer in the editing process; (4) using word processors in the writing classroom aids collaboration with teachers and peers; (5) the computer helps the younger writer to recognize and correct errors; and (6) a relationship exists between the combination of process-approach instruction and word processing and improved quality of compositions, especially for young and low-ability writers. It is recommended that school systems encourage and support the use of word processors supplemented with the process approach to teach composition, especially in elementary and junior high schools and with learning disabled students. (43 references) (GL)
Publication Type: Information Analyses; Reports - Evaluative; Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Exit Project, Indiana University at South Bend.