Abstract:
The purpose of the research was to determine whether word processors enhanced or
impeded students' success in carrying out the steps of the writing process. The
instructional unit was taught to four intact groups of thirty-eight elementary school
students, comparatively ranked into high- to-average and low-to-at-risk ability groups
over a four-week time span. Eight teachers, as well as the thirty-eight students completed
the activities for the unit. This qualitative study included observation, pre and postwriting
assessments, editing and revision checklists, interview, and a post- intervention
survey. Each teacher participant completed a survey assessing teacher attitudes and
perceptions towards using word processing in the writing process. All students
completed a similar, but more comprehensive, study at the end of the unit. Findings
suggest that teachers considered word processing a highly favorable option for teaching
the writing process, but most indicated that they currently take little advantage of the
technology. Student participants additionally expressed favorable attitudes towards word
processing in the writing process, and chose it over paper-and-pencil writing as the
preferred method. Student participants additionally completed pre- and post- writing
assessments. The majority of the students showed drastic improvements between the pre
and posttests. Posttest comparisons between the groups showed that the word processor
did enhance performance with the high ability group. The word processor, however,
impeded the lower ability groups, due to lack of keyboarding skills, difficulties with
spelling and sentence structures, and intimidation by the technology. The results of the
study were communicated to the learning community through a meeting with teachers
and administrators. Those present supported keyboarding instruction in the younger
grades to help older elementary school students to already have these necessary skills
intact, and further alleviate the intimidation by the technology.