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ERIC Number: ED345421
Record Type: RIE
Publication Date: 1989-Apr-1
Pages: 149
Abstractor: N/A
Comparison of Writing Instructional Methods on Computer-Based Cooperative Learning for Mild Learning Disabled, Linguistic Minority and Non-Minority Junior High School Students. Final Report.
Semmel, Melvyn, I.; And Others
This study investigated the collaborative interactions of junior high school boys (N=36) with learning disabilities while engaged in writing stories using a word processor. Half the subjects were of Anglo-American background and half of Mexican-American background. Each subject worked in two dyads, ethnically homogeneous and ethnically heterogeneous. The writing process for each dyad was videotaped. Results indicated that individual characteristics such as writing achievement scores, keyboard proficiency, and ethnicity did not predict the levels of involvement in such writing processes as idea generation, goal monitoring, or editing. Nor did these characteristics predict writing quality. Stories written during draft sessions were generally shorter in length, but equivalent in quality to stories after editing sessions. There was an interaction effect between dyad type and instructional condition (either traditional or contextualized). Specifically, homogeneous Mexican-American and heterogeneous dyads tended to produce more modifier propositions under contextualized instructions, while homogeneous Anglo-American dyads produced more modifier propositions under the traditional instruction. (Approximately 110 references) (DB)
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: California Univ., Santa Barbara. Graduate School of Education.
Grant or Contract Numbers: N/A