Effects Of Microcomputer Use And Word-processing On The Writing Skills Of Learning-disabled Middle School Students.

The relationship between writing skills of learning disabled middle school students and word processing was examined using four components of writing: skill, creativity, attitude and a combination of these called multi-dimensional. A study conducted in a middle school located in a suburb of Detroit during the last thirty weeks of the 1986-1987 school year included fifty-one learning disabled students with comparable I.Q. and reading scores; they were randomly placed in group A, B or C. The students were pre-tested with four instruments: the Test of Written Language (TOWL) (skill assessment), Torrance Test of Creativity, Form A or B (creativity assessment), A Self-Appraisal of the Writing Process (attitude assessment), and Writing Sample Analysis (multi-dimensional assessment). The same instruments were used for intermediate testing after twenty weeks and for posttesting after thirty weeks. All three groups received special education support and conventional written language instruction for thirty weeks. Groups A and B received ten weeks of microcomputer/word processing instruction. In addition, Group B received ten weeks of instruction in the classroom application of word processing skills. Group C was the control group but received word processing after treatment and intermediate testing was completed. It was found that word processing has a positive effect on the written language development of the learning disabled middle school students. The most significant gains were found in the group which received two types of instruction: word processing and practical application of word processing skill in actual classroom situations. It was also found that while some areas of written language were improved with word processing; others were not. Skills relating to vocabulary, thematic maturity and word usage showed gains; spelling, punctuation and handwriting did not. Three aspects of creativity: fluency, flexibility and originality showed gains; elaboration did not. Attitude did not seem to be affected by word processing, and student/teacher perception of the microcomputer as a tool for writing remained unchanged. The microcomputer and word processing were found to be effective tools in teaching written language skills to learning disabled students; however, unless the application of word processing to subject areas is taught, the effectiveness is minimized.Ph.D.Curriculum developmentEducationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/128120/2/8801395.pd