Handwriting versus keyboarding: does writing modality affect quality of narratives written by beginning writers?

Spilling, E.F., Rønneberg, V., Rogne, W.M., Roeser, J. ORCID: 0000-0002-4463-0923 and Torrance, M. ORCID: 0000-0002-5305-4315, 2021. Handwriting versus keyboarding: does writing modality affect quality of narratives written by beginning writers? Reading and Writing. ISSN 2079-8245

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Abstract

To date, there is no clear evidence to support choosing handwriting over keyboarding or vice versa as the modality children should use when they first learn to write. 102 Norwegian first-grade children from classrooms that used both electronic touchscreen keyboard on a digital tablet and pencil-and-paper for writing instruction wrote narratives in both modalities three months after starting school and were assessed on several literacy-related skills. The students’ texts were then analysed for a range of text features, and were rated holistically. Data were analysed using Bayesian methods. These permitted evaluation both of evidence in favour of a difference between modalities and of evidence in favour of there being no difference. We found moderate to strong evidence in favour of no difference between modalities. We also found moderate to strong evidence against modality effects being moderated by students’ literacy ability. Findings may be specific to students who are just starting to write, but suggest that for children at this stage of development writing performance is independent of modality.

Item Type: Journal article
Publication Title: Reading and Writing
Creators: Spilling, E.F., Rønneberg, V., Rogne, W.M., Roeser, J. and Torrance, M.
Publisher: AOSIS
Date: 17 June 2021
ISSN: 2079-8245
Identifiers:
NumberType
10.1007/s11145-021-10169-yDOI
1445974Other
Rights: © The Author(s) 2021. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
Divisions: Schools > School of Social Sciences
Record created by: Linda Sullivan
Date Added: 16 Jun 2021 10:00
Last Modified: 12 Jul 2021 15:23
URI: http://irep.ntu.ac.uk/id/eprint/43080

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