The effect of a touch-typing program on keyboarding skills of higher education students with and without learning disabilities

Marom, Hili; Weintraub, Naomi

doi:10.1016/j.ridd.2015.09.014

Cited by 25 publications

(21 citation statements)

References 33 publications

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“…Trained researchers completed the observation rating using the following 5-point scale used in prior research and in the research team's pilot study. The scale included (1) keying with one finger on one hand repeatedly using visual-feedback; (2) keying with one finger on each hand while repeatedly using visual-feedback; (3) keying with two to four fingers on each hand repeatedly using visual-feedback; (4) keying with all fingers of both hands repeatedly using visual-feedback; (5) keying with all fingers on both hands without using visual-feedback but relying on kinesthetic feedback (Weiglt Marom & Weintraub, 2015).…”

Section: Keyboarding Methods Observationmentioning

confidence: 99%

“…Effective strategies are internalized and ineffective movements are discarded until the student develops a pattern (Gillen, 2014). In keyboarding, different movement patterns of the keys are being learned with visual feedback and remediation to initiate the acquisition process (Weiglt Marom & Weintraub, 2015).…”

Section: Cognitive Stagementioning

confidence: 99%

“…During the associative, or retention stage, motor skills learned from the cognitive stage are refined and internalized and the individual begins to rely more on kinesthetic feedback than visual stimuli (Gillen, 2014;Weiglt Marom & Weintraub, 2015;Zwicker & Harris, 2009). Practice is critical at this stage for the refinement and improved consistency of keyboarding performance.…”

Section: Associative Stagementioning

confidence: 99%

“…The final stage of motor learning involves performing a motor skill relying solely on kinesthetic feedback (Weiglt Marom & Weintraub, 2015;Zwicker & Harris, 2009). In addition to requiring less visual cues for locating keys, students' keyboarding speed and accuracy should increase with practice and muscle memory (Stevenson & Just, 2014).…”

Section: Autonomous Stagementioning

confidence: 99%

See 3 more Smart Citations

Keyboarding instruction: Comparison of techniques for improved keyboarding skills in elementary students

Donica

Giroux

Faust

2018

Journal of Occupational Therapy, Schools, & Early Intervent

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Using computers and keyboarding skills for written communication have been common adaptations recommended by occupational therapists which are now important for all students. We used a quasi-experimental, pre-test/post-test design to examine the effectiveness of a developmentally based curriculum, Keyboarding Without Tears®, as compared to free web-based activities for learning keyboarding skills in students (general and special education) in grades kindergarten through fifth. Overall, students learning the developmentally based curriculum demonstrated improved speed and accuracy, especially in the upper elementary grades and improved keyboarding method in the lower elementary grades as compared to the free web-based activities.ARTICLE HISTORY

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Section: Keyboarding Methods Observationmentioning

confidence: 99%

Section: Cognitive Stagementioning

confidence: 99%

Section: Associative Stagementioning

confidence: 99%

Section: Autonomous Stagementioning

confidence: 99%

See 2 more Smart Citations

Keyboarding instruction: Comparison of techniques for improved keyboarding skills in elementary students

Donica

Giroux

Faust

2018

Journal of Occupational Therapy, Schools, & Early Intervent

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“…These relationships were investigated for two writing tasks (note taking and summary writing) for students in upper elementary and middle school with persisting SLDs interfering with their writing. Recent research showed that both students with and without SLDs can benefit from touch typing instruction (Marom & Weintraub, 2015), which could be integrated with literacy instruction beginning in the intermediate grades.…”

Section: Situating the Study In The Use Of Technology In Literacy Insmentioning

confidence: 99%

Relationships between language input and letter output modes in writing notes and summaries for students in grades 4 to 9 with persisting writing disabilities

Thompson

Tanimoto

Abbott

et al. 2016

Assistive Technology

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This study in programmatic research on technology-supported instruction first identified, through pretesting using evidence-based criteria, students with persisting specific learning disabilities (SLDs) in written language during middle childhood (grades 4-6) and early adolescence (grades 7-9). Participants then completed computerized writing instruction and posttesting. The 12 computer lessons varied output modes (letter production by stylus alternating with hunt and peck keyboarding versus by pencil with grooves alternating with touch typing on keyboard), input (read or heard source material), and task (notes or summaries). Posttesting and coded notes and summaries showed the effectiveness of computerized writing instruction on both writing tasks for multiple modes of language input and letter production output for improving letter production and related writing skills.

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Mode effect: An issue of perspective? Writing mode differences in a spelling assessment in German children with and without developmental dyslexia

et al. 2021

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Digital technology has an increasing influence on writing processes. In this context, the question arises whether changes in writing mode (i.e., handwriting vs. computer‐keyboard typing) also require changes in writing assessments. However, data directly comparing writing mode influences in children with and without developmental writing deficits are scarce. This study investigated the influence of writing mode in German‐speaking, typically developing children and children with developmental dyslexia (DD) from two different levels. Results showed on a general level that writing mode influenced overall spelling accuracy, writing time, and self‐corrections comparably in children with and without DD. On a rule‐specific level, outcomes for writing time and self‐corrections substantiated these findings. However, as regards spelling accuracy, a mode effect was only apparent for capitalization, whereas other spelling rules were resistant to writing mode influences. Present findings suggest that a mode effect is present only for typing specific aspects (e.g., capitalization) rather than reflecting a general influence on orthographic principles (e.g., grapheme–phoneme assignment, morphologic principles). These mode‐specific aspects seem to comparably affect the writing performance of typically developing children and children with DD. We recommend writing assessments to consider that different writing modes may influence individual spelling rules differently.

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The effect of a touch-typing program on keyboarding skills of higher education students with and without learning disabilities

Cited by 25 publications

References 33 publications

Keyboarding instruction: Comparison of techniques for improved keyboarding skills in elementary students

Keyboarding instruction: Comparison of techniques for improved keyboarding skills in elementary students

Relationships between language input and letter output modes in writing notes and summaries for students in grades 4 to 9 with persisting writing disabilities

Mode effect: An issue of perspective? Writing mode differences in a spelling assessment in German children with and without developmental dyslexia

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