Typing Speed, Spelling Accuracy, and the Use of Word-Prediction

Autor/inn/en	Herold, Marina; Alant, Erna; Bornman, Juan
Titel	Typing Speed, Spelling Accuracy, and the Use of Word-Prediction
Quelle	In: South African Journal of Education, 28 (2008) 1, S.117-134 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Keyboarding (Data Entry); Spelling; Accuracy; Special Needs Students; Reading Difficulties; Courseware; Prediction; Word Study Skills; Time on Task; Grade 4; Grade 5; Grade 6; Computer Uses in Education; Word Lists; Teaching Methods + Suchen Sie Ihr Suchwort? Texterfassung; Schreibweise; Sonderpädagogischer Förderbedarf; Reading difficulty; Leseschwierigkeit; Lernsoftware; Vorhersage; Wortschatzanalyse; Zeitaufwand; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Computernutzung; Wortliste; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Children with spelling difficulties are limited in their participation in all written school activities. We aimed to investigate the influence of word-prediction as a tool on spelling accuracy and typing speed. To this end, we selected 80 Grade 4-6 children with spelling difficulties in a school for special needs to participate in a research project involving a cross-over within-subject design. The research task took the form of entering 30 words through an on-screen keyboard, with and without the use of word-prediction software. The Graded Word Spelling Test served to investigate whether there was a relationship between the children's current spelling knowledge and word-prediction efficacy. The results indicated an increase in spelling accuracy with the use of word-prediction, but at the cost of time and the tendency to use word approximations, and no significant relationship between spelling knowledge and word-prediction efficacy. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01