"PERMISSION TO REPRODUCE THIS

A study is in progress (with posttesting planned for April 1989), which examines whettpx word processing enhances the particular benefits of sentence-combining practice on the reading comprehension and writing fluency of low-achieving intermediate students. Subjects are 80 low-achieving fourth grade students from a Florida school district, randomly assigned to one of three levels of treatment. The first experimental treatment group t.s participating in teacher-directed lessons on sentence-combining with independent practice on data files with a word processing program. The second experimental treatment group is receiving the same lessons and exercises, but the independent practice is on worksheets. A control group forms the third group. A clinical study component entails a more in-depth analysis of students ' writing and oral retellings of stories. Results will be collected from reading and writing measure