ERIC Number: ED318233
Record Type: RIE
Publication Date: 1990
Reference Count: 0
Efficacy of Word Processing as a Writing Tool for Bilingual Elementary School Students: A Pilot Study.
Van Haalen, Teresa
A study investigated the writing strategies used by bilingual and monolingual students. Specifically, the study looked at field dependence vs. independence, possible differences in strategies employed by the two groups when using a word processor, the effects of strategy on the types of revisions made, and the types of revisions and cognitive strategies generating the best written compositions. Subjects were eight fourth-grade mainstream students at similar achievement levels, four of whom were Spanish-English bilingual, and four who used no Spanish at all. Students had access to a word processor in the classroom, were familiar with computers, and had participated in typing instruction. In two sessions, subjects wrote assignments and made revisions. The students answered a questionnaire about the strategies used during the writing process, and the papers were examined for revision types. Finished compositions were externally evaluated. Results did not substantiate tendencies toward field dependence or independence based on bilingualism. When using the computer to compose, bilingual students used stronger (more effective, according to research) skills than did their monolingual counterparts, and used more process strategies. Bilinguals performed more revisions between drafts, usually through insertion or single word changes. Independent analysis favored the compositions of bilinguals by a significant margin. (MSE)
Descriptors: Bilingual Students, Cognitive Processes, Comparative Analysis, Elementary Education, Field Dependence Independence, Grade 4, Instructional Effectiveness, Learning Strategies, Monolingualism, Revision (Written Composition), Spanish Speaking, Word Processing, Writing (Composition), Writing Instruction
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Southwestern Educational Research Association (1990).