Comparison of pen and keyboard transcription modes in children with and without learning disabilities

Abstract Fourth grade students with limited literacy (handwriting and spelling). Ty. Ty. T and nonl. D. E. L.L.L was compared to three writing tasks (letters, sentences and text) that differed in writing and keyboard. The two groups were not significantly different in verbal intelligibility, but in achieving both handwriting, spelling, and spelling. Although the L.A. team. D. E. And non-L groups. D. Hey, there is no difference in the total time it takes to type letters with a pen or keyboard, but both groups spend far longer writing sentences and text with the keyboard than the pen. Students in both groups usually display the same number of results written as a larger sample of fourth graders who write longer pens. The results of this model, which include grade 2 and grade 6 development, show that the effects of copy styles vary depending on language and language levels for grades and sentences. However, from grades 2 through 4, children write longer text by typing faster than using a keyboard. In addition, fourth and sixth graders wrote full sentences when writing a pencil rather than a keyboard, and the advantages associated with writing sentences in the text did not affect spelling ability. Implications of use, results of computer use, placement, or specialized instruction for students with L. D. S is discussed

In a summary of the paper, Haies and Kvitka (1980) mentioned that three artificial processes control skill writing: planning (conceptualization and goal setting), translation (translation of ideas into text) Writing) and viewing (text reproduction for clarity of concept). In addition, based on cross-sectional studies with children in grades one and six, Benning and Swensen (1994) argued that child translation involves two-component processing: text formation occurring at different language levels. . And transcription, which includes handwriting (spelling) and spelling (word production).

Berninger and Swanson (1994) concluded that transcription may be particularly important for the initiation and development of literacy in primary schools. However, researchers who have studied adult authors have subsequently documented that transcription is also an important cognitive process in writing skills (e.g., Al-Gamma Mat and Chun Yu, 2001; Alma Gamaden, Sischer, FF, 2007, Hess and Chen Vet 2006).

Transcription is a basic literacy process that enables authors to translate internal language into external writing characters to express ideas in writing (Berninger et al., 2009; Hay and Benner, in the journal Richard Burning) And Fennell, 2009). Transcriptional competence, which is dependent on handwriting and spelling, is clearly predicted by the length and quality of authors' writing (Berninger, Cartvright, Iates, Swanson, & Abbott, 1994; Berninger et al., 1992; , 1997), so it is not just mechanical skills (Richard Burning & Fayn 2009).