Abstract
In the present study, the effects of a year-long word processing program on holistic writing skills were examined. Learners in the treatment group used a word processor three times per week to complete writing assignments. Students in the control group used conventional pen- and-paper writing techniques to complete their writing assignments. An analysis of writing samples taken upon completion of this study suggested that word processing alone was of little consequence for able learners, hut proportionately most effective for low-achieving students. These effects were found despite logistical problems encountered during the study that probably precluded more dramatic results.
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