Touch‐typing for better spelling and narrative‐writing skills on the computer.
This study investigated the effect of a touch‐typing course on the spelling and narrative‐writing skills on the computer of elementary school students. Data of 207 students in Grades 4, 5, and 6 were analysed using a pretest–posttest design. Students in the experimental group (n = 154) followed a to...
| Published in: | Journal of Computer Assisted Learning Vol. 35; no. 1; pp. 143 - 153 |
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| Main Authors: | , , |
| Format: | research tables/charts randomized controlled trial Journal Article |
| Published: |
Wiley-Blackwell
Feb2019
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=134200920&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 134200920 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2019 vid: 35 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 134200920 134200920 134200920 10.1111/jcal.12323 134200920 ppf: 143 ppct: 10 formats: tig: atl: Touch‐typing for better spelling and narrative‐writing skills on the computer. aug: au: Weerdenburg, Marjolijn Tesselhof, Mariëtte Meijden, Henny affil: Behavioural Science Institute, Radboud University, Nijmegen The Netherlands sug: subj: Computer-Assisted Instruction Spelling Writing Evaluation Students, Elementary Motor Skills Human Pretest-Posttest Design Randomized Controlled Trials Netherlands Descriptive Statistics Data Analysis Software Coefficient alpha Teachers Bivariate Statistics Pearson's Correlation Coefficient Analysis of Covariance ab: This study investigated the effect of a touch‐typing course on the spelling and narrative‐writing skills on the computer of elementary school students. Data of 207 students in Grades 4, 5, and 6 were analysed using a pretest–posttest design. Students in the experimental group (n = 154) followed a touch‐typing course, and those in the control group (n = 53) did not. The experimental group showed more progress in typing, spelling, and narrative‐writing skills on the computer than the control group. It can be concluded that the touch‐typing course had a positive effect, not only on typing skills but also on spelling and narrative‐writing skills on the computer. Lay Description: What is known Typing skills are important for the quality of the typewritten text output.In touch‐typing with automaticity of transcription, workting‐memory load is decreased.Studies on the effect of a touch‐typing course are rare. What this paper adds This study investigated the effect of a touch‐typing course on spelling and narrative writing.We used a design with an experimental (with typing‐course) and a control group (no course)The experimental group showed more improvement in typing, spelling and narrative writing. Implications for practitioners It is important for the quality of student's text output to learn how to touch‐typeTouch‐typing can be learned in a teacher-directed course, containing 15 training sessions of 1.5 hours eachPractice of 20 minutes a day is necessary pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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