Children’s writing and the use of information and communications technology

Educational Psychology in Practice

Volumn 19, Issue 3, 2003, Pages 171-187

  Dunsmuir, Sandra ^a   Clifford, Vivienne ^a  

^a UNIVERSITY COLLEGE LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85071205586     PISSN: 02667363     EISSN: 14695839     Source Type: Journal    
DOI: 10.1080/0266736032000109447     Document Type: Article

References (54)

1. APPLEBEE, A. N. (2000). Alternative models of writing development. In R. INDRISANO & J. SQUIRE (Eds), Perspectives on Writing: Research, theory and practice. Newark, DE: International Reading Association
2. ASKOV, E. N. & BIXLER, B. (1998). Tranforming adult literacy instruction through computer-assisted instruction. In D. REINKING, M. C. MCKENNA, M. D. LABBO & R. D. KIEFFER (Eds), Handbook of Literacy and Technology. Transformations in a post-typographic world. Mahwah, NJ: Lawrence Erlbaum Associates.
3. BANGERT-DROWNS, R. L. (1993). The word-processor as an instructional tool: A meta-analysis of word processing in writing instruction. Review of Educational Research, 63(1), 69–93.
4. BEREITER, C. & SCARDAMALIA, M. (1982). From conversation to composition: The role of instruction in the developmental process. In R. GLASER (Ed.), Advances in Instructional Psychology (Vol. 2). London: Lawrence Erlbaum Associates.
5. BERNINGER, V. W., MIZOKAWA, D. T. & BRAGG, R. (1991). Theory-based diagnosis and remediation of writing disabilities. Journal of School Psychology, 29, 57–79.
6. BROWN, J. S., COLLINS, A. & DUGUID, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.
7. BRUNING, R. & HORN, C. (2000). Developing motivation to write. Educational Psychologist, 35(1), 25–37.
8. CAMERON, C. A., HUNT, A. K. & LINTON, M. J. (1996). Written expression as recontextualization: Children write in social time. Educational Psychology Review, 8(2), 125–150.
9. CLIFFORD, V. & HOWE, S. (1998). Simply speaking. Special Children, 107, 26–27.
10. CLIFFORD, V. & MILES, M. (1998). Information and Communications Technology. Is it relevant to educational psychologists? Educational Psychology in Practice, 14(3), 183–187.
11. COCHRAN-SMITH, M. (1991). Word processing and writing in elementary classrooms: A critical review of related literature. Review of Educational Research, 61(1), 107–155.
12. COCHRAN-SMITH, M., PARIS, C. L. & KAHN, J. L. (1991). Learning to Write Differently: Beginning writers and word processing. Norwood, NJ: Ablex.
13. COWIE, H. & RUDDUCK, J. (1988) Co-operative Group Work: An overview. Sheffield: Sheffield University, BP Educational Service.
14. DEPARTMENT FOR EDUCATION AND SKILLS (2002). ImpaCT2: The impact of information and communication technologies on pupil learning and attainment. London: Department for Education and Skills.
15. DICKINSON, D. (1986). Integrating computers into a first and second grade writing program. Research in the Teaching of English, 20, 357–378.
16. DONEGAN, M. (2000). Voice Recognition Technology in Education: Factors for success. Oxford: ACE Centre Advisory Trust.
17. DUNSMUIR, S. M. (2000). The development of writing in four to seven year-old children: A longitudinal study. Unpublished Ph.D. thesis, the Open University School of Education.
18. DYBDAHL, C. S. & SHAW, D. G. (1989). Issues of interaction: Keyboarding, word processing and composing. Journal of Research on Computing in Education, 21(4), 380–391.
19. DYBDAHL, C. S., SHAW, D. G. & BLAHOUS, E. (1997). The impact of the computer on writing: No simple answers. Computers in the Schools, 13, 41–53.
20. ENGLERT, C. & RAPHAEL, T. (1988). Constructing well-formed prose: Process, structure and metacognitive knowledge. Exceptional Children, 54, 513–520.
21. EUROPEAN AGENCY FOR DEVELOPMENT IN SPECIAL NEEDS EDUCATION (2001) Information and Communication Technology in Special Needs Education: Recent developments in 17 European countries. Denmark: Middelfart.
22. GENISHI, C. (1988). Kindergartens and computers: A case study of six children. The Elementary School Journal, 89, 184–201.
23. GENISHI, C. (1989). The worlds of children: What Maisie knew. Language Arts, 66, 872–882.
24. GOODMAN, Y. (1984). The development of initial literacy. In H. GOELMAN, A. OBERG & F. SMITH (Eds), Awakening to Literacy. London: Heinemann.
25. GRAHAM, S. & HARRIS, K. R. (1996). Self-regulation and strategy instruction for students who find writing and learning challenging. In C. M. LEVY & S. RANSDELL (Eds), The Science of Writing: Theories, methods, individual differences and applications. Mahwah, NJ: Lawrence Erlbaum Associates.
26. GRAHAM, S., SCHWARTZ, S. & MACARTHUR, C. (1993). Learning disabled and normally achieving students’ knowledge of the writing and composing process, attitude towards writing, and self-efficacy. Journal of Learning Disabilities, 26, 237–249.
27. HAGTVET, B. E. (1993). From oral to written language: A developmental and interventional perspective. European Journal of Psychology of Education, 8(3), 205–220.
28. HALL, N. (1987). The Emergence of Literacy. London: Hodder and Stoughton.
29. HAND, V. (1999). One small step … In J. HANCOCK (Ed.), Teaching Literacy Using Information Technology. Victoria, Australia: Australian Literacy Educators’ Association.
30. HARTLEY, J. (1998). Learning and Studying: A research perspective. London and New York: Routledge.
31. HAYES, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. LEVY & S. RANSDELL (Eds), The Science of Writing: Theories, methods, individual differences and applications. Mahwah, NJ: Lawrence Erlbaum Associates.
32. JENNINGS, C. M. & DI, X. (1996). Collaborative learning and thinking: The Vygotskian approach. In L. DIXON-KRASS (Ed.), Vygotsky in the Classroom. Mediated literacy instruction and assessment. New York: Longman Publishers.
33. JONASSEN, D. H. (2000). Computers as Mindtools for Schools (2nd edn). Upper Saddle River, NJ: Merrill.
34. KELLOGG, R.T. (1994). The Psychology of Writing. New York: Oxford University Press.
35. MACARTHUR, C. A. (1996). Using technology to enhance the writing process of students with learning disabilities. Journal of Learning Disabilities, 29(4), 344–354.
36. MAVROGENES, N. A. & BEZRUCZKO, N. (1993). Influences on writing development. Journal of Educational Research, 86(4), 237–245.
37. MCCONNELL, D. (1994). Implementing Computer Supported Learning. London: Kogan Page.
38. MCCORMICK, R. (2001) Learning and the use of ICT in the classroom. Educational and Child Psychology, 18(3), 6–19.
39. MOROCCO, C. C. & NEUMAN, S. B. (1986). Word processors and the acquisition of writing strategies. Journal of Learning Disabilities, 19(4), 243–247.
40. OFFICE FOR STANDARDS IN EDUCATION (1999). The National Literacy Strategy: An evaluation of the first year of the National Literacy Strategy. London: OFSTED Publications Centre.
41. OFFICE FOR STANDARDS IN EDUCATION (2000). The National Literacy Strategy: The second year. London: OFSTED Publications Centre.
42. OFFICE FOR STANDARDS IN EDUCATION (2001). The National Literacy Strategy: The third year. London: OFSTED Publications Centre.
43. OLSON, C. P. (1988). Computing environments in elementary classrooms. Children’s Environment Quarterly, 5, 39–50.
44. PETERS, J. M. (1996) Vygotsky in the future: Technology as a mediation tool for literacy instruction. In L. DIXON-KRASS (Ed.), Vygotsky in the Classroom. Mediated literacy instruction and assessment. New York: Longman Publishers.
45. REECE, J. E. & CUMMING, G. (1996). Evaluating speech-based composition methods: Planning, dictation and the listening word processor. In C. M. LEVY & S. RANSDELL (Eds), The Science of Writing: Theories, methods, individual differences and applications. Mahwah, NJ: Lawrence Erlbaum Associates.
46. SHARPLES, M. (1994). Computer support for the rhythms of writing. Computers and Composition, 11, 217–226.
47. SHOOK, S. E., MARRION, L. V. & OLLILA, L. O. (1989). Primary children’s concepts about writing. Journal of Educational Research, 82(3), 133–138.
48. SNOWLING, M. (1994). Towards a model of spelling acquisition: The development of some component skills. In G. D. A. BROWN & N. C. ELLIS (Eds), Handbook of Spelling: Theory, process and intervention. Chichester: John Wiley.
49. SULZBY, E. (1985). Kindergarteners as writers and readers. In M. FARR (Ed.), Advances in Writing Research: Volume one. children’s early writing development. Norwood, NJ: Ablex Publishing.
50. TINDAL, G. & HASBROUCK, J. (1991). Analyzing student writing to develop instructional strategies. Learning Disabilities Research and Practice, 6, 237–245.
51. TINDAL, G. & PARKER, R. (1991). Identifying measures for evaluating written expression. Learning Disabilities Research and Practice, 6, 211–218.
52. VACCA, R. T. & VACCA, J. L. (1998). Content Area Reading: Literacy and learning across the curriculum (6th edn). New York: Longman.
53. VYGOTSKY, L. (1986). Thought and Language (3rd ed.). Cambridge, MA: MIT Press.
54. YARROW, F. & TOPPING, K. J. (2001). Collaborative writing: The effects of metacognitive prompting and structured peer interaction. British Journal of Educational Psychology, 71, 261–282.