Computers and Writing

Salomon, Gavriel; Kozminsky, Ely; Asaf, Merav

doi:10.1007/978-94-017-1731-1_13

Cited by 6 publications

(10 citation statements)

References 25 publications

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“…In a modern view of writing, it appears important to consider the role of technology in the writing process (Salomon, Kozminsky, & Asaf, 2004). However, Christensen (2009) upholds the importance of handwriting in the development of writing in school, especially for beginner writers.…”

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confidence: 99%

The Effects of Manuscript, Cursive or Manuscript/Cursive Styles on Writing Development in Grade 2

Morin

Lavoie

Montésinos‐Gelet

2012

L & L

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In the research area of writing development, an increasing number of researchers suggest that graphomotor skills could be much more important than they appear to be (Christensen, 2009). Few researchers have studied the link between handwriting and teaching practices, despite the fact that some studies indicate its importance (Graham, 2010). The general objective of this study is to explore the relationship between different handwriting styles and the development of writing skills among 715 children in Grade 2. Generally, our results show that the three handwriting styles (manuscript/cursive, manuscript, and cursive) have different effects on writing development (speed, quality, word production, and text production). Handwriting and Text ProductionBased on Hayes and Flower's model (1980), written production supposes three cognitive processes: planning (generating ideas and setting goals), translating (transcribing ideas into written text), and revising (rereading the text to improve clarity of idea expression). Further, Berninger and Swanson (1994) adapt this model to text production among younger writers. They describe two processes for translation: text generation, which occurs at different levels of language, and transcription, which includes handwriting (letter production) and spelling (word production).The emergence of cognitive psychology studies in the area of writing learning has brought to light the fact that the development of handwriting skills brings into play several related abilities and that handwriting skills take a long time to acquire (Alamargot & Fayol, 2009). Indeed, an increasing number of studies are shedding light on the relationships between handwriting, spelling, and text production. Given the fact that text production requires the coordination of a large number of cognitive and metacognitive abilities, it could be argued that the graphomotor skills mobilized by children during handwriting have relatively little importance in the writing process as a whole. However, several studies have provided good reason to believe that this low-level aspect could be much more important than it might appear; to generate creative and well-structured

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mentioning

confidence: 99%

The Effects of Manuscript, Cursive or Manuscript/Cursive Styles on Writing Development in Grade 2

Morin

Lavoie

Montésinos‐Gelet

2012

L & L

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“…At River School a major part of the activities were solitary and context-reduced (cf. Axelsson, 2000;Cummins, 2000;Salomon, Kosminsky & Asaf, 2003). At River School, a culture of "doing" dominated, where the purposes with different tasks were not clearly communicated, thus communicating unspoken quantitative aims where the pupils executed tasks to satisfy the teacher, linking to the third major difference between the practices, namely motivation.…”

Section: Comparative Discussion Of the Two Practicesmentioning

confidence: 99%

“…Social, curricular, instructional and technological factors are often intertwined in the results, thus, the effects of the technology itself on literacy development are hard to entangle (Salomon, Kosminsky & Asaf, 2003). According to Solomon, Kosminsky and Asaf (2003), there is a need to distinguish between the long-lasting effects of and short-term, more direct effects with technology use.…”

Section: Earlier Research On Computer Usementioning

confidence: 99%

“…The short-term effects, such as improved spelling or a higher quantity of paragraph revisions, do not seem to transform to writing performed with other technologies, as these changes in performance take place while the student is working with the computer (Reynolds & Bonk, 1996). Salomon, Kosminsky & Asaf (2003) claim that effects of computer use "pertain to more lasting and generalizable changes of writing-related cognitions, strategies, abilities and dispositions that are consequence of writing with, say, a prompting word processor" (p 356). Such changes last also in the absence of the word processor.…”

Section: Earlier Research On Computer Usementioning

confidence: 99%

“…As regarding any writing instruction, real world situated, collaborative writing contexts seem to have positive effects on the children's writing, This also applies to computer aided writing where a computer program, instead of peers or the teacher provides cues for writing (Salomon, Kosminsky & Asaf, 2003). Authentic experience-based problem solving and writing for a real audience trigger similar positive development with improvements both in basic skills and in the over-all quality in essay-writing (Andrarde & Perkins, 1998).…”

Section: Earlier Research On Computer Usementioning

confidence: 99%

See 2 more Smart Citations

Write to Read in Two Different Practices: Literacy versus Technology in Focus

Damber¹

2013

JEL

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Literacy acquisition by using computers and computer tablets is rapidly gaining ground in Swedish classrooms. This article explores the hypothesis that computer-writing vitalizes the learning of literacy, in comparison with approaches using books and pencils. The results of two separate studies in two different settings where prewriting and writing were used to enhance literacy development will be described and discussed. The results of a recent study of classrooms where computers were used will be compared with an older study where students used pencils and paper for writing. The results indicated that the nature of the literacy practice was strongly linked to the teacher's conceptions of literacy and learning. The teachers' choices of computers or pencils as tools for writing do, however, not seem to influence the processes of writing in the classrooms. How writing was enacted in the classrooms and the potential to further development of the literacy practices, were linked to teacher knowledge and the teacher's conception of literacy.

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ICT Supporting the Learning Process: The Premise, Reality, and Promise

Lai

International Handbook of Information Technology in Primary and Secondary Education

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Computers and Writing

Cited by 6 publications

References 25 publications

The Effects of Manuscript, Cursive or Manuscript/Cursive Styles on Writing Development in Grade 2

The Effects of Manuscript, Cursive or Manuscript/Cursive Styles on Writing Development in Grade 2

Write to Read in Two Different Practices: Literacy versus Technology in Focus

ICT Supporting the Learning Process: The Premise, Reality, and Promise

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