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ERIC Number: ED562194
Record Type: Non-Journal
Publication Date: 2015-Oct
Pages: 10
Abstractor: As Provided
Studies Relating to Computer Use of Spelling and Grammar Checkers and Educational Achievement
Radi, Odette Bourjaili
International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, Oct 24-26, 2015)
The content of this paper will focus on both language and computer practices and how school age students develop their literacy skills in the two domains of "language" and "computers." The term literacy is a broad concept that has attracted many interpretations over the years. Some of the concepts raised by the literature apply to both language and computer literacy issues. Hence, this paper is intended to review the literature in areas: such as the definitional and conceptual issues of literacy; the development of language literacy (formally assessed in the areas of reading, vocabulary and comprehension) skills, but which also incorporates handwriting practices; computer literacy which applies to the acquisition and development of computer skills, particularly those associated with spelling and grammar checkers; the evolution of computer literacy to include new technological components emerge and interlock in computer usage to encompass Information and Communication Technology (ICT) literacy and its applications; in conjunction with the revelations of studies relating to computer use of spelling and grammar checkers and educational achievement. [For the full proceedings, see ED562093.]
International Association for the Development of the Information Society. e-mail:; Web site:
Publication Type: Speeches/Meeting Papers; Reports - Research; Information Analyses
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A