Shaping Young Children's Handwriting and Keyboarding Performance: Individual and Contextual-Level Factors
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| Title: | Shaping Young Children's Handwriting and Keyboarding Performance: Individual and Contextual-Level Factors |
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| Language: | English |
| Authors: | Anabela Abreu Malpique, Debora Valcan, Deborah Pino-Pasternak, Susan Ledger, Bronte Kelso-Marsh |
| Source: | Issues in Educational Research. 2023 33(4):1441-1460. |
| Availability: | Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 2 Primary Education |
| Descriptors: | Handwriting, Office Occupations, Writing Achievement, Teaching Methods, Writing Instruction, Writing Strategies, Grade 2, Writing Skills, Student Attitudes, Writing (Composition), Family Environment, Private Schools, Public Schools, Foreign Countries, Elementary School Students |
| Geographic Terms: | Australia |
| ISSN: | 0313-7155 1837-6290 |
| 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 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://www.iier.org.au/iier33/malpique-abs.html |
| Accession Number: | EJ1410505 |
| Database: | ERIC |
| 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 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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| ISSN: | 0313-7155 1837-6290 |
