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Abstract The purpose of this study was to examine the effects of word processing on overall writing quality and revision patterns of sixth graders. Participants included 66 students who were randomly assigned to one of three revision treatments: paper and pencil, word processing, and a combination of the two techniques. Training in word processing was provided, and instruction was subsequently given during the 3-week study. The students were given a standard composition to revise and were also required to write and revise an original composition. Significant differences were found for both mechanical and organizational revisions in favor of the word-processing group. In addition, word-processing students tended to correct more first-draft errors and to make fewer new errors than their counterparts did. Although a similar pattern was found, no significant differences were discovered for holistic writing quality.
Grejda et al. (Wed,) studied this question.