This experimental study examined the effects of word processing on revision and writing quality of expository compositions produced by seventh—graders. Thirty—six students in two accelerated English classes served as subjects. Prior to the experimental period, all students completed a handwritten composition (pretest) and received identical instruction in (a) composing and revising and (b) using a word processor. One intact class was randomly assigned as the experimental group. During the six-week treatment period all students wrote six compositions (three drafts per composition). The experimental group completed all composing and revising on the computer and the control group completed their compositions with pen and paper. Posttest l (produced on computer in the experimental group and by hand in the control group) and posttest 2 (handwritten in both groups) were analyzed for the frequency and types of revisions made between first and second drafts. The pretest and three posttests were analyzed for writing quality of final drafts. There were no significant differences: (a) between groups in the number of revisions in posttest l (computer written by experimental subjects and handwritten by control subjects), (b) in percentage of high—level revisions made with and without the word processor, and (c) in quality of compositions produced with and without the computer. There was a significant difference between groups in the number of revisions in handwritten compositions (posttest 2) produced by both groups after the treatment; the word processing group revised more frequently than did the group not exposed to six weeks of word processing. The experimental subjects also significantly increased in frequency of revisions from the time of posttest l (computer written) to posttest 2 (handwritten). A significant difference across time in writing quality scores was found. The findings suggested that students who compose and revise on computer can make substantially more revisions when they resume pen and paper composing and revising; however, use of the word processor does not differentially affect types of revisions attempted or writing quality. Word processors increase motivation, and adequate systems may increase the ability to detect and eliminate textual problems. Recommendations for research, theory, and instruction are discussed. / Ed. D.

This study sought to determine if there were differences in the types of reading interests of seventh- and eighth-grade pupils associated with their racial origins, their socioeconomic status, or their school environments. It also sought to consider the strength of reading interest scores as related to other variables and to consider the relationship between these scores and the number of hours spent in reading and the change in amount of reading since the previous school year.

Thesis (M.P.H.)--University of Texas Health Science Center at Houston, School of Public Health, 2008. / Source: Masters Abstracts International, Volume: 46-04, page: 2099. Advisers: Robert E. Roberts; Christine Markham. Includes bibliographical references.

This investigation sought to determine how seventh-grade social studies teachers perceive TAAS objectives for social studies, language arts, and mathematics and how they apply them in the classroom. A detailed questionnaire was submitted to fifty teachers in the Dallas metropolitan area; a 72 percent. return was received. Though teachers expressed a favorable attitude toward emphasizing the higher-level thinking objectives, many indicated that their lesson plans and teaching methods have remained unchanged in the past year. The data suggests that teachers want and need additional training and teaching resources to satisfy the call for incorporating performance-based assessment into the classroom curriculum. TAAS standards cannot drive the intended curriculum improvements without a model for reorienting instructional practices.