1. Touch‐typing for better spelling and narrative‐writing skills on the computer.
- Author
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Weerdenburg, Marjolijn, Tesselhof, Mariëtte, and Meijden, Henny
- Subjects
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WRITING evaluation , *ANALYSIS of covariance , *COMPUTER assisted instruction , *STATISTICAL correlation , *ORTHOGRAPHY & spelling , *MOTOR ability , *SCHOOL children , *STATISTICS , *TEACHERS , *RANDOMIZED controlled trials , *PRE-tests & post-tests , *DATA analysis software , *DESCRIPTIVE statistics - Abstract
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 [ABSTRACT FROM AUTHOR]
- Published
- 2019
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