Understanding Students’ Typing Skills: Evaluating the Effects and Efficiency of a Typing Intervention for Elementary School Students

Author

Stephanie Daniels, University of TennesseeFollow

Date of Award

8-2020

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

School Psychology

Major Professor

Merilee McCurdy

Committee Members

Christopher Skinner, Gary Skolits, Tara Moore

Abstract

Common Core State Standards require elementary school students to have sufficient keyboarding skills. Specifically, students are expected to use computers to produce a written composition in a single sitting. Despite Common Core State standards, students are not performing proficiently on computer-based writing assessments. Research suggests computers are not being used in writing instruction and comparisons of typed and handwritten assignments for elementary school students revealed that students type significantly less than they handwrite. Therefore, students may not have pre-requisite typing skills necessary to compose a quality typed composition. The purpose of the current study is to evaluate the effects of an online typing intervention on fourth- and fifth-grade students’ writing performance.

Recommended Citation

Daniels, Stephanie, "Understanding Students’ Typing Skills: Evaluating the Effects and Efficiency of a Typing Intervention for Elementary School Students. " PhD diss., University of Tennessee, 2020.
https://trace.tennessee.edu/utk_graddiss/6797