Learning to compose digitally: the effect of prior computer use and keyboard activity on NAEP writing
| Autor: | Tamara P. Tate, Young-Suk Grace Kim, Mark Warschauer |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Linguistics and Language
Writing assessment media_common.quotation_subject 05 social sciences Word processing 050301 education 050105 experimental psychology Literacy Psycholinguistics Education Test (assessment) Disadvantaged Speech and Hearing Neuropsychology and Physiological Psychology Writing skills ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0501 psychology and cognitive sciences Statistics education Psychology 0503 education media_common |
| Zdroj: | Reading and Writing. 32:2059-2082 |
| ISSN: | 1573-0905 0922-4777 |
| Popis: | Writing is critical for college and career readiness, yet secondary students in America are not good writers (National Center for Education Statistics, 2012). Unfortunately, researchers know relatively little about secondary students’ writing skills, and even less about their digital writing. In this study, we explored prior computer use, keyboard activity during writing, and their relations to writing achievement using the 8th grade 2011 National Assessment of Educational Progress writing assessment, the first national computer-based writing assessment for U.S. secondary students. We found that prior computer use predicted students’ writing skills directly (0.08) and indirectly (e.g., keypresses, 0.14) via keyboard activity during the test. We found differential effects for certain groups including current English learners and disadvantaged students. We also found a small positive interaction effect of prior use and keypresses on writing. That is, the benefits of prior computer use for school writing and the value of students’ additional keypresses on writing achievement were amplified when both were present. |
| Databáze: | OpenAIRE |
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