Rates of Development of Keyboarding Skills in Elementary School Aged Children With and Without Identified Learning Disabilities

Table of Contents

Abstract

In this study I examine the acquisition of keyboarding skills by individuals of elementary school age. My introduction and review of literature trace the history of typewriting and keyboarding in American schools. Other literature is also probed, including studies of written language disabilities and their remediation, handwriting instruction, the underlying psychological processes implicated in the acquisition of typing and keyboarding skills, the process approach to writing, and the role of word processing in modern writing instruction. I discuss how these topics interrelate and affect writing skills development.

I address two principle research questions:

1. Given regular opportunities for keyboarding practice, at what rate do elementary school-aged students acquire keyboarding skills?

2. Do elementary school-aged students with identified learning disabilities acquire keyboarding skills at the same rate as their non-disabled peers?

In addition to the two main questions, data were gathered from a subset of the sample to address a third question:

3. Are there readily identifiable subgroups within the population of students with identified learning disabilities who experience particular difficulties in the acquisition of keyboarding skills?

A sample of 88 students aged 8 to 13 was drawn, and longitudinal data on both handwriting and typing were gathered. The data were analyzed using a weighted least-squares regression modeling technique designed to inform discussions of rate of skills development, rather than simpler questions of initial and terminal keyboarding speed.

This analysis revealed relationships between three predictors, age of student, time spent on drill and practice, and use of a computer to complete homework assignments and the principal outcome variable: my obtained estimate of rate of keyboarding skills development. Sex of the student and the quality of their handwriting do not appear to be related to this rate. Students receiving Special Education services acquire keyboarding skills at a somewhat lesser rate than students who are not served by Special Education, but performance on a bimanual rapid alternating tapping task does not appear related to their rates of skills development.

Finally, I interpret the results of the study to maximize both understandability and potential effect upon policy and practice.