The Use of the Word Processor in Assisting Children's Writing Development

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Abstract
The experiment described examines the strategies adapted by a small number of adolescents in writing, first with a pen, and later with a word processor. The writings of individual children, of male, of female, and of mixed groups, are considered. The word processor is not found to be an essential pre‐requisite for revisions, but a facilitating device. The contention that word processors only encourage children to tinker with surface features is not borne out by the evidence.

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