Word processing programs and weaker writers/readers: a meta-analysis of research findings

By Paul Morphy, Steve Graham. 2012

187 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/726c9384702b1fcf508d30f511e06b5d12dab84e

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In Developmental and Educational Psychology

In Education

In Human Factors and Ergonomics

Citations in the corpus

Research-Based Writing Practices and the Common Core (2015, background): “Quality of writing was the single outcome of interest in some reviews (e.g., Hillocks, 1986), whereas other reviews looked at the impact of writing interventions on multiple aspects of writing (e.g., Morphy & Graham, 2012).”
Common Core State Standards, Writing, and Students with LD: Recommendations (2013, methodology): “A second review involved studies testing the impact of word processing programs with struggling writers (many with LD) using true-experiments, quasi-experiments, and subject as own control group designs (Morphy & Graham, 2012).”
A Meta-Analysis of Writing Instruction for Students in the Elementary Grades. (2012, background): “…goals (cf. Graham & Perin, 2007a); prewriting activities (cf. Graham & Perin, 2007a); word processing (cf. Bangert-Drowns, 1993; Goldberg et al., 2003; Graham & Perin, 2007c; Morphy & Graham, 2012); and the process approach to writing instruction (cf. Graham & Perin, 2007a; Graham & Sandmel, 2011).”
A Meta-Analysis of Writing Interventions for Students With Learning Disabilities (2014, unknown): “We did not include studies examining the effectiveness of word processing with students with LD, as this was examined in a recent meta-analysis by Morphy and Graham (2012).”
Formative Assessment and Writing (2015, methodology): “As was done by Graham, McKeown, et al. (2012) and Morphy and Graham (2012), ICCs were imputed using ICC estimates for reading comprehension from national studies (Hedges & Hedberg, 2007) that were adjusted to writing quality ICCs, using data from a large multistate study of writing involving a…”
The Relationship among Strategic Writing Behavior, Writing Motivation, and Writing Performance with Young, Developing Writers (2017, background): “In addition, while text length does not ensure that a paper is well written, number of words written accounts for a significant and sizable amount of variance in children’s writing (Morphy & Graham, 2012; Page & Petersen, 1995).”
The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance. (2016, unknown): “Moreover, although training in handwriting or typing has been shown to improve writing (Graham et al., 2012; Morphy & Graham, 2011), these effects seem specific to the trained modality (Christensen, 2004).”