Evaluating the Use of Word Processors in Teaching Writing Composition

Abstract

This exploratory study evaluated the effects of using word processors to aid fourth and fifth grade students in developing writing skills. Results suggest that the compositions of students who used word processors improved more than those of students who did not. An analysis of students’ composition revision characteristics indicates that students who used word processors made more revisions and that their revisions were more meaningful than those of students who did not use word processors.

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