Children produce better pieces of writing by hand, but they need keyboard skills too

Our research team has published two recent studies investigating children’s handwriting and typing.

In Australia – as in many other countries – children are taught to write by hand first. Keyboard writing is only added as an extra skill once handwriting has been mastered.

We know it is very important to continue to teach children to write by hand, despite so many advances in technology.

Studies show teaching handwriting in the first years of schooling is connected to improved spelling and greater capacity to write well and quickly in primary and later years of schooling.

Other studies show using handwriting to create texts (such as notes) promotes our capacity to learn and memorise information.

We know it is also important for students to be able to write quickly and accurately using a keyboard.

They will need to use keyboards to write for study, work and life as they get older. This process needs to become automatic so they can concentrate on the content of what they are writing.

Our research has consistently shown young people who can spell and write quickly and accurately are able to produce longer and higher quality pieces of writing. Other studies have shown when children face difficulties in handwriting or typing, they may often avoid writing altogether and develop a negative mindset toward writing.

As our research suggests, students also need to be taught how to use a keyboard. Much like handwriting, it requires a complex set of cognitive, visual and motor processes, requiring frequent practice and instruction.

It involves learning the location of the keys on a keyboard, combined with spatial skills of positioning, and moving fingers to press the keys in the correct sequence. Students need time to practise so they can move beyond the ‘hunt and peck‘ motion (where you have to hunt visually for each key).

Research also suggests teaching about keyboards is more effective when spread out over several years.

First, children need to understand letter locations on the keyboard and the position of their hands, which can be developed via online practice exercises monitored by teachers. Accuracy and speed should not be emphasised until students have mastered where letters are.

While students ultimately need to be able to write both on paper and using digital devices, there are unanswered questions about the order in which handwriting and typing should be taught or whether they should be taught together.

We also don’t yet know if it matters whether students are learning to write via keyboards, touch typing on tablets or by using stylus pens (devices that look like pencils and write via screens).

More research is needed to support teachers, students and families.

Despite these unknowns, there are many things we can do to help students learn how to write on paper and using a keyboard. These include:

• dedicating time for practice: teachers can build regular times in class to write and send home small tasks (such as writing a shopping list, finishing a story or describing a monster)
• joining in: instead of ‘policing’ your child’s writing, show them what you write in your everyday life. As you write, you can talk about what you will write (planning) and you can share ideas about how you can make your writing clearer or more exciting.

Anabela Malpique is a Senior Lecturer at Edith Cowan University.

Deborah Pino Pasternak is an Associate Professor in Early Childhood Education and Community at the University of Canberra.

Professor Susan Ledger is Head of School – Dean of Education at the University of Newcastle.

This article appeared on The Conversation, and is republished here under the terms of the Creative Commons licence. You can read the original.

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