Cognitive Technologies for Writing

Cognitive Technologies for Writing Roy D. Pea and D. Midian Kurland Review of Research in Education, Vol. 14 (1987), pp. 277-326

In one of the largest studies of the effects of word processing on children’s writing, Wood and Freeman (1932) studied 2,383 students over 2 years as they learned to write on portable typewriters. Wood and Freeman observed that when compared with a control group who wrote without typewriters, the typers wrote more and with more expression, advanced in reading scores, became better spellers, and expressed greater interest in and enjoyment of writing