dc.contributor.author	Kelly, Karen S.	en_US
dc.coverage.spatial	South Georgia	en_US
dc.coverage.temporal	2000-2002	en_US
dc.date.accessioned	2009-09-16T15:36:18Z	en_US
dc.date.accessioned	2009-09-30T15:58:41Z	en_US
dc.date.accessioned	2011-03-02T17:29:22Z
dc.date.available	2009-09-16T15:36:18Z	en_US
dc.date.available	2009-09-30T15:58:41Z	en_US
dc.date.available	2011-03-02T17:29:22Z
dc.date.issued	2002-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/116	en_US
dc.description.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.	en_US
dc.language.iso	en_US	en_US
dc.subject	Word processors	en_US
dc.subject	Elementary school students	en_US
dc.subject	Keyboarding skills	en_US
dc.title	Word-Processing and the Fifth-Grade Student -- Getting the Write Idea	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Leader, Lars F.	en_US
dc.description.committee	Brovey, Andrew J.	en_US
dc.description.committee	Zahner, Jane	en_US
dc.description.degree	Ed. S.	en_US
dc.description.major	Instructional Technology	en_US