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ERIC Number: EJ1151496
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0022-2194
Fluency and Accuracy in Alphabet Writing by Keyboarding: A Cross-Sectional Study in Spanish-Speaking Children with and without Learning Disabilities
Bisschop, Elaine; Morales, Celia; Gil, Verónica; Jiménez-Suárez, Elizabeth
Journal of Learning Disabilities, v50 n5 p534-542 Sep-Oct 2017
The aim of this study was to analyze whether children with and without difficulties in handwriting, spelling, or both differed in alphabet writing when using a keyboard. The total sample consisted of 1,333 children from Grades 1 through 3. Scores on the spelling and handwriting factors from the "Early Grade Writing Assessment" (Jiménez, in press) were used to assign the participants to one of four groups with different ability patterns: poor handwriters, poor spellers, a mixed group, and typically achieving students. Groups were equalized by a matching strategy, resulting in a final sample of 352 children. A MANOVA was executed to analyze effects of group and grade on orthographic motor integration (fluency of alphabet writing) and the number of omissions when writing the alphabet (accuracy of alphabet writing) by keyboard writing mode. The results indicated that poor handwriters did not differ from typically achieving children in both variables, whereas the poor spellers did perform below the typical achievers and the poor handwriters. The difficulties of poor handwriters seem to be alleviated by the use of the keyboard; however, children with spelling difficulties might need extra instruction to become fluent keyboard writers.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Grant or Contract Numbers: N/A