Voice-Feedback as a Scaffold for Writing: A Comparative Study

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Abstract
Fifteen preschool and kindergarten children were assigned randomly to one of three conditions of writing instruction: paper and pencil, word processor, and word processor with voice-aided feedback. All children received identical, language-based instruction in writing from each of three instructors for twelve weeks, twice each week. Instructors were rotated among conditions, so each instructor taught each group for four weeks. Results suggested that voice-aided word processing acted as a scaffold for young children's composition by promoting the acquisition of several components of preschool literacy including symbol-sound and sound-symbol associations, and metacognitive awareness of the purposes and processes of writing.