A comparison of two methods for teaching expository writing to fourth-grade students: Computer-assisted language experience approach versus traditional textbook approach

Two studies were conducted, involving a total of 53 fourth grade students in two schools. Both studies compared the effects of a computer-assisted language experience approach to writing instruction with a more traditional textbook approach. The primary difference between the two studies was mode of writing practice; students at one school practiced with paper and pencil while students at the other school practiced on computers.; In each study, a pretest-posttest control group design was used with random assignment of subjects to instructional method. The independent variable was four weeks of daily instruction in expository writing with emphasis on letters to persuade and content area reports. Prompted writing exercises from the National Assessment of Writing (NAEP) were used as the dependent measure to assess quality and quantity of student writing before and after instruction. A survey questionnaire was used to measure student attitude toward the instructional method and toward schoolwork in general.; Posttest scores were analyzed using analysis of covariance with pretest scores as covariates. Student attitude toward method of writing instruction was also analyzed with ANCOVAs. A summary score of attitude toward related school subjects (language arts, social studies and reading) was used as the covariate.; At the school where students used paper and pencil for their independent writing practice, the results indicate a significant difference between the two treatment groups in both quality (p {dollar}<{dollar}.02) and quantity (p {dollar}<{dollar}.01) of writing, as well as attitude toward writing instruction (p {dollar}<{dollar}.01). The group receiving the computer-assisted language experience approach scored significantly higher on measures of writing quality (p =.016), writing quantity (p =.007) and attitude toward writing (p =.009) when compared to the group receiving the traditional textbook approach. At the school where students used computers for independent writing practice, ANCOVA results indicate no significant differences between the two groups on measures of quality or quantity of writing or student attitude.; The results are discussed in terms of the teacher's role and the effects of the instructional environment on acquisition of expository writing skills. The differences in student performance are interpreted as support for a holistic approach to writing instruction.