Writing and revising with pencils and with computers: An analysis of the processes and products of seven first-grade children.

The use of the computer as a writing tool within early literacy programs has risen dramatically in the last decade, yet little is known about its impact upon the developing writing processes of beginning writers. This study examines and compares children's approaches to writing and revision as they engaged in written composition with computers and with pencils. Using a case-study approach and videotaped observations, the writing processes and products of seven first grade children were examined, including: the frequency, level, and pattern of revision; the frequency of rereading during composition; and the quality of composition, level of spelling, use of writing conventions (spacing, capitalization, punctuation), and length of the final written products. Rate of transcription, duration of writing, and time on task were also analyzed. Classroom observations, and student and teacher interviews provided a broader context for interpreting study findings. An increase in revision at the computer was observed at the surface level only and was largely an artifact of difficulties with procedures associated with text entry and manipulation at the computer. Content revision remained rare across writing conditions. Children reread from their texts more often during composition at the computer, leading to further revision. In general, texts produced with computers and pencils were similar in quality, accuracy, and length. However, a few children produced longer texts when writing with a particular tool. Children invested more time at the computer to achieve comparable results. This latter finding was tied to computer-related factors including slower transcription and the higher number of rereadings and text alterations. The findings' suggest that increases in revision in the early stages of computer use are a function of an initial learning period. Case study findings revealed that children responded differently to the computer, based upon their preferences and abilities. All seven children expressed positive attitudes toward the use of the computer and most reported that computers made writing and revision easier. Within the classroom, the computer shifted the practice of writing from an individual to a collaborative activity. The study concludes with a discussion of implications for instructional practice and directions for further research.Ph.D.Early childhood educationEducationEducational technologyElementary educationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/129483/2/9513449.pd