McCarthy, Irene D2025-12-0419881988b17703281https://hdl.handle.net/2144/51973Dissertation (Ed.D.)--Boston UniversityThis study investigates the effect of technology on the teaching of writing in the Middle School and its impact on achievement in Reading and Language Arts. Pre-tests, consisting of the Metropolitan Achievement Test (MAT6) Reading Comprehension subtest, the Stanford Achievement Test (Form E and Form F), Reading Comprehension subtest, and a writing sample were administered to the sample population prior to treatment. Both groups were instructed in writing using the process approach. Teacher participants used the John Collins Cumulative Writing Folder system for record keeping and for focus correction. Difference in treatment consisted of the tool each group used for writing. The experimental group used the word processor for writing; the control group used traditional tools, pencil and paper. At the end of the study, a different form of each pre-test was administered to the entire population. The data were analyzed for mean score, standard deviation and analysis of variance. Results indicated that there was a significant difference at the .05 level of confidence in the reading achievement of the sample population in favor of the experimental group. The experimental group showed greater gains from pre/post test than the control group in writing. An analysis of covariance was performed to determine if there was an interaction between treatment and place of birth. Results demonstrated that native born subjects showed greater gains in reading and writing than foreign born regardless of treatment. Statistically there was no significant difference. The performance of sex-designated groups within the study was analyzed with a two-way analysis of covariance. Results indicate that both boys and girls showed significant achievement from pre/post test in both reading and writing. Statistically, there was no significant interaction. It can be concluded that although technology has a positive effect on the achievement of students in reading and language arts, the teacher and the methodologies he/she employs have greater Unpact on performance of students than the tools used for instruction. This is evidenced by the gains made by all subjects in the study from pre/post test.en-USPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.Thesis/Dissertation1171901437726399181403350001161