A study is in progress (with posttesting planned for April 1989), which examines whether word processing enhances the particular benefits of sentence-combining practice on the reading comprehension and writing fluency of low-achieving intermediate students. Subjects are 80 low-achieving fourth grade students from a Florida school district, randomly assigned to one of three levels of treatment. The first experimental treatment group is participating in teacher-directed lessons on sentence-combining with independent practice on data files with a word processing program. The second experimental treatment group is receiving the same lessons and exercises, but the independent practice is on worksheets. A control group forms the third group. A clinical study component entails a more in-depth analysis of students' writing and oral retellings of stories. Results will be collected from reading and writing measures, to include written retellings of stories using silent film prompts, two cloze tests, and audiotapes of story retellings. The clinical study component will be reported by means of narrative descriptions and descriptive statistics. The hypotheses for this research predict that the two experimental treatment groups will score significantly higher than the control group in writing fluency. (One table, of types of data to be collected and the manner in which it will be reported, is included. Twenty-two references are attached.) (SR)