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Word Processors and Children's Writing in a High-Computer-Access Setting
ARTICLE

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Journal of Research on Computing in Education Volume 30, Number 2, ISSN 0888-6504

Abstract

A three-year study (grades 3-5) of two groups of elementary school students determined that writing quality improved in a high-computer-access school, as indicated by holistic measures of writing message (meaning and content quality) and medium (quality of the form and surface features). In-class observation supported the contention that word processors contributed to the improvement. (PEN)

Citation

Owston, R.D. & Wideman, H.H. (1997). Word Processors and Children's Writing in a High-Computer-Access Setting. Journal of Research on Computing in Education, 30(2), 202. Retrieved July 19, 2019 from .

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