Abstract
This article discusses an intervention study designed to implement and evaluate an instructional program for middle level students in writing with computers over approximately one school year.
The study employed a pretest-posttest non-equivalent control group design with two experimental groups and one control group. Sixty-nine sixth grade students were randomly assigned by race and gender to the three groups.
A researcher-designed protocol was used during posttest to determine differences in revision strategies. The types of revision strategies reported by the students in the experimental groups differed significantly from those in the control group. The present study indicates that it may be possible to expand the complexity of revision strategies applied by students through explicit teaching and the use of the computer.
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