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Abstract
A repeated-measures, alternating-treatments design was used to compare student performance in constructing writing samples under two experimental conditions: (a) typing tutor plus a computer-based word processor and (b) paper and pencil. Individual differences in the error rates for each student were noted and indicated varied improvements under each condition for capitalization, spelling, punctuation, and complete sentences. Effects of the different conditions were noted on the general quality of the written products in each experimental condition. Of the 6 students’ written story lengths, 3 increased during the computer-based experimental condition. Participants included 6 elementary-age students with behavioral disorders. The implications for classroom instruction and further research are discussed.
