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Learning to spell: handwriting does not always beat the computer
Author(s) -
Stainthorp Rhona
Publication year - 1997
Publication title -
dyslexia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.694
H-Index - 51
eISSN - 1099-0909
pISSN - 1076-9242
DOI - 10.1002/(sici)1099-0909(199712)3:4<229::aid-dys88>3.0.co;2-u
Subject(s) - spell , handwriting , dyslexia , psychology , speech recognition , cognitive psychology , computer science , artificial intelligence , linguistics , reading (process) , sociology , philosophy , anthropology
Previous research has demonstrated that children learn to spell words more effectively when they hand write them than when they key the words into a computer. One possible explanation for this is that the motor patterns required for handwriting lead to more effective memory for spellings. Because children are increasingly using computers for writing in schools from an early age, it is important to investigate whether other forms of feedback may compensate for the lack of motor information when using a computer. Year 2 children learned to spell words using a computer or by handwriting with or without augmented auditory feedback. Results indicated that there was no difference between any of the conditions. © 1997 John Wiley & Sons, Ltd.