Writing Development Using Computers in a Class of Three-Year-Olds

Roy A. Moxley, Bobbie Warash, Ginger Coffman, Kim Brinton, and Kelly R. Concannon
Journal of Computing in Childhood Education, Vol 8, No 2/3, p. 133-164

This study examines the writing development of 12 children during two school years - one year in a 3-year-old, another year in a 4-year-old prekindergarten class - using the computer in a language experience activity that was self-selected by the child. Progress through invented spelling stages and story writing stages was used to indicate writing development. Although some of the children remained at a preliterate stage of spelling longer than others, the children as a class showed steady improvement in spelling and story writing in the 3-year-old class and continued to improve in the 4-year-old class. In addition, the children in this study, who were exposed to writing as 3-year-olds, also showed greater gains in spelling accuracy in the 4-year-old class than the children from a previous study in a 4-year-old class, who did not have a similar exposure to writing as 3-year-olds. The major outcome of this study is that it provides a database to show the extent to which children's writing can develop, with the use of the computer, from a 3-year-old class to a 4-year-old class.

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Howard J. Bender, Ph.D.
President
The Education Process Improvement Center, Inc.
P.O. Box 186
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hjbender@epicent.com