THE EFFECTS OF COMPUTER COMMUNICATIONS ON THE READING AND WRITING PERFORMANCE OF 5TH-GRADE STUDENTS

This study examines the effects of a computer telecommunications program on writing performance and attitudes of fifth-graders (N = 50) in reading, writing, and computers using a pre-post comparison group design. Also assessed were the attitudes toward writing and computers of teachers (N = 22) enrolled in a graduate course on reading and writing. There were no significant changes in attitudes toward reading and writing attributable to students' communication experience. Attitudes towards computers, however, became more positive for students using computer communication than for students using computers without the communication experience. Examination of students' computer communications showed an increase in writing-production, clarity, and the use of details and examples to support ideas. Teachers' attitudes toward writing and computers significantly improved following their experience with computer communication. These findings suggest that computer communication can provide a meaningful, purposeful use of technology which may be beneficial to both elementary school students and teachers.