Shaping young children's handwriting and keyboarding performance: Individual and contextual-level factors
There is a strong body of research showing associations between handwriting automaticity and children's writing performance. However, less is known about keyboarding automaticity and young students' writing performance. We investigated the relationship between handwriting and keyboarding a...
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| Vydáno v: | Issues in educational research Ročník 33; číslo 4; s. 1441 - 1460 |
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| Hlavní autoři: | , , , , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
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Perth, WA
Institutes for Educational Research in NSW, SA and WA
01.12.2023
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| ISSN: | 0313-7155, 1837-6290 |
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| Abstract | There is a strong body of research showing associations between handwriting automaticity and children's writing performance. However, less is known about keyboarding automaticity and young students' writing performance. We investigated the relationship between handwriting and keyboarding automaticity and writing performance in both modalities in a sample of 49 students, as well as children's attitudes toward writing in each modality. We also examined the frequency and the nature of the teaching strategies implemented to support children's writing development at school, and the writing practices and support that children reported experiencing at home. Our findings showed statistically significant associations between letter writing automaticity in both modalities and the quality and the length of Year 2 children's handwritten and keyboarded texts. Results further suggested statistically significant moderate to strong associations between all handwriting and keyboarding variables assessed. While our findings concur with research stressing the importance of preparing students to become "hybrid" writers by mastering both handwritten and keyboarding modalities, they also stress the need to examine contextual factors, such as teaching and home writing practices, to gain a more comprehensive view of factors impacting children's writing acquisition and development. |
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| AbstractList | There is a strong body of research showing associations between handwriting automaticity and children's writing performance. However, less is known about keyboarding automaticity and young students' writing performance. We investigated the relationship between handwriting and keyboarding automaticity and writing performance in both modalities in a sample of 49 students, as well as children's attitudes toward writing in each modality. We also examined the frequency and the nature of the teaching strategies implemented to support children's writing development at school, and the writing practices and support that children reported experiencing at home. Our findings showed statistically significant associations between letter writing automaticity in both modalities and the quality and the length of Year 2 children's handwritten and keyboarded texts. Results further suggested statistically significant moderate to strong associations between all handwriting and keyboarding variables assessed. While our findings concur with research stressing the importance of preparing students to become "hybrid" writers by mastering both handwritten and keyboarding modalities, they also stress the need to examine contextual factors, such as teaching and home writing practices, to gain a more comprehensive view of factors impacting children's writing acquisition and development. There is a strong body of research showing associations between handwriting automaticity and children's writing performance. However, less is known about keyboarding automaticity and young students' writing performance. We investigated the relationship between handwriting and keyboarding automaticity and writing performance in both modalities in a sample of 49 students, as well as children's attitudes toward writing in each modality. We also examined the frequency and the nature of the teaching strategies implemented to support children's writing development at school, and the writing practices and support that children reported experiencing at home. Our findings showed statistically significant associations between letter writing automaticity in both modalities and the quality and the length of Year 2 children's handwritten and keyboarded texts. Results further suggested statistically significant moderate to strong associations between all handwriting and keyboarding variables assessed. While our findings concur with research stressing the importance of preparing students to become "hybrid" writers by mastering both handwritten and keyboarding modalities, they also stress the need to examine contextual factors, such as teaching and home writing practices, to gain a more comprehensive view of factors impacting children's writers by mastering both handwritten and keyboarding modalities, they also stress the need to examine contextual factors, such as teaching and home writing practices, to gain a more comprehensive view of factors impacting children's writing acquisition and development. |
| Author | Anabela Abreu Malpiqu Deborah Pino-Pasternak Bronte Kelso-Marsh Susan Ledger Debora Valcan |
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| SubjectTerms | Children Children & youth Childrens Attitudes Childrens Writing Data processing Educational Strategies Handwriting Identification Keyboard instruments Keyboarding (Data Entry) Social aspects Student writing Students Study and teaching Teaching Methods Writing |
| Title | Shaping young children's handwriting and keyboarding performance: Individual and contextual-level factors |
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