誊写技能对早年纸质和电脑文本写作的贡献

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Anabela Anabela Malpique, Mustafa Asil, Deborah Pino-Pasternak, Susan Ledger, Timothy Teo
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引用次数: 0

摘要

数字工具是全球大多数写作社区不可或缺的一部分,因此全面了解纸质和计算机写作的习得和发展至关重要。转录技能与儿童纸质写作成绩之间的关系已被充分记录。而转录技能与儿童电脑写作成绩之间的关系则鲜为人知。在本研究中,我们考察了转录技能(即手写自动性、键盘输入自动性和拼写)在预测二年级学生(人数=544)纸质和计算机写作成绩(即作文质量和生产率)方面的独特贡献,并控制了其他学生层面的因素(即性别、单词阅读、阅读理解和写作态度)和课堂层面的因素(即手写、键盘输入和拼写教学时间)。多层次建模显示,与手写自动性相比,拼写技能在预测纸质作文质量方面所占的独特变异比例更大;手写自动性在解释纸质作文生产率方面所占的独特变异比例更大。研究结果进一步表明,与拼写相比,键盘输入的自动性在学生的计算机作文质量和写作能力中占较大比例。研究还发现,性别和单词阅读能力也与学生在不同模式下的写作表现有独特的关系。这些研究结果突出表明,无论是传统的纸质文本写作还是计算机文本写作,教育工作者都有必要解决和培养学生的自动题词和拼写技能,以提高学生的作文质量和写作效率。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The contributions of transcription skills to paper-based and computer-based text composing in the early years

Digital tools are an integral part of most writing communities across the globe, enhancing the criticality of gaining a comprehensive understanding of both paper and computer-based writing acquisition and development. The relationships between transcription skills and children’s paper-based writing performance are well documented. Less is known about the relationships between transcription skills and children’s computer-based writing performance. In this study, we examined the unique contributions of transcription skills (i.e., handwriting automaticity, keyboarding automaticity and spelling) in predicting Grade 2 students (N = 544) paper-based and computer-based writing performance (i.e., compositional quality and productivity) after controlling for other student-level factors (i.e., gender, word reading, reading comprehension, and attitudes towards writing) and classroom-level factors (i.e., amount of time teaching handwriting, keyboarding, and spelling). Multilevel modelling showed that, compared to handwriting automaticity, spelling skills accounted for a larger percentage of unique variance in predicting paper-based compositional quality; handwriting automaticity accounted for a larger percentage of unique variance in explaining paper-based compositional productivity. Findings further showed that keyboarding automaticity accounted for a larger percentage of unique variance in students’ computer-based compositional quality and productivity when compared to spelling. Gender and word reading skills were also found to be uniquely related to students’ writing performance across modalities. These findings underscore the need for educators to address and nurture the automaticity of inscription and spelling skills to enhance students' compositional quality and productivity, whether in traditional paperbased or computer-based text composing.

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来源期刊
CiteScore
5.20
自引率
16.00%
发文量
0
期刊介绍: Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
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