JET_V6_N4_RP1 Agnes Cave Frank R. Yekovich Journal of Educational Technology 2230 - 7125 6 4 17 42 Literacy Instruction, Composing Processes, Writing Development, Cognition, Learning Community, At-Risk Students The purpose of this study was to examine the effect of TRALE (Technology-Rich Authentic Learning Environments) on children’s writing development by tracing the logical sequence of how TRALE fostered goal-directed behavior and planning that resulted in initiating and maintaining cognitive components until a written product was completed. The subjects were young African-American 3rd graders in a low-performing, low SES urban public school. Student essays were analyzed using Meyer’s (1975) prose analysis method applying rhetorical predicates and role relations.The multivariate and subsequent univariate tests indicated that bey the end of the school year theTRALE students’ essays became quantitatively and qualitatively superior (syntactically and rhetorically more coherent and complex) to products whose authors were instructed in a more traditional classroom. January - March 2010 Copyright & copy; 2010 i-manager publications. All rights reserved. i-manager Publications http://www.imanagerpublications.com/Article.aspx?ArticleId=1108