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ERIC Number: EJ1105620
Record Type: Journal
Publication Date: 2016-Jul
Pages: 15
Abstractor: As Provided
Reference Count: 72
ISBN: N/A
ISSN: ISSN-0022-0663
The Impact of Promoting Transcription on Early Text Production: Effects on Bursts and Pauses, Levels of Written Language, and Writing Performance
Alves, Rui A.; Limpo, Teresa; Fidalgo, Raquel; Carvalhais, Lénia; Pereira, Luísa Álvares; Castro, São Luís
Journal of Educational Psychology, v108 n5 p665-679 Jul 2016
Writing development seems heavily dependent upon the automatization of transcription. This study aimed to further investigate the link between transcription and writing by examining the effects of promoting handwriting and spelling skills on a comprehensive set of writing measures (viz., bursts and pauses, levels of written language, and writing performance). Second graders were randomly assigned to 1 of 3 intervention programs aimed to promote handwriting (n = 18), spelling (n = 17), or keyboarding (n = 20) skills. These programs were implemented during 10 weekly units composed of 4 30-min lessons. The most reliable and robust differences were found between the handwriting and keyboarding interventions. Handwriting students displayed greater handwriting fluency, showed longer bursts and shorter pauses, and wrote longer and better stories than keyboarding students. This study supports the contention that transcription is critical in writing by leveraging several aspects of early text production. Specifically, a key finding is that handwriting seems to be causally related to increases in burst length, which is a cornerstone in allowing writing fluency.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal