Abstract
This study examined struggling and skilled writers’ narrative writing performances when revising stories in pairs online as compared to students working independently. In the experimental group, 5 mixed-ability pairs of upper-elementary struggling writers and skilled writers engaged in online collaborative revision. In the control group, 5 upper-elementary struggling writers and 5 skilled writers engaged in independent digital story writing. The nonparametric and benchmark criteria results revealed that the struggling writers in the experimental group produced a longer posttest story by adding syntactically more complex sentences and higher-level story elements compared with those in the control group. Qualitative analysis showed that online collaborative revision activities contributed more to struggling writers’ performances than it did to the skilled writers’ performance with regards to higher-level thinking skills.
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