Handwriting and computer keyboarding, together with spelling, are the everyday transcription processes used by students in contemporary classrooms. The link between transcription skills and learning has been well established in the literature (Kiefer, Schuler, Mayer, Trumpp, Hille & Sachse 2015). Poor transcription skills constrain thinking, planning and translating processes. If students are concerned with how to produce letter forms, locate the letters on a keyboard, or how to spell a word, they may either forget already developed ideas or disregard basic language structures, such as subject-verb agreement (Limpo, Alves, & Connelly, 2017, p. 27). It is also important to note that the physical requirements of handwriting and keyboarding may have different effects on writing quality and fluency (Feng, Lindner, Ji & Joshi, 2017).
|Publication status||Published - Sep 2018|
|Event||European Conference on Educational Research (ECER) 2018 - Free University Bolzano, Bolzano, Italy|
Duration: 03 Sep 2018 → 07 Sep 2018
|Conference||European Conference on Educational Research (ECER) 2018|
|Abbreviated title||Inclusion and exclusion, resources for educational research?|
|Period||03/09/18 → 07/09/18|