Internal Structure and Development of Keyboard Skills in Spanish-Speaking Primary-School Children with and without LD in Writing

Autor/inn/en	Jiménez, Juan E.; Marco, Isaac; Suárez, Natalia; González, Desirée
Titel	Internal Structure and Development of Keyboard Skills in Spanish-Speaking Primary-School Children with and without LD in Writing
Quelle	In: Journal of Learning Disabilities, 50 (2017) 5, S.522-533 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219416633864
Schlagwörter	Spanish; Keyboarding (Data Entry); Foreign Countries; Elementary School Students; Writing Tests; Learning Disabilities; Alphabets; Memory; Spelling; Verbal Communication; Sentences; Scores; Correlation; Statistical Analysis; Writing Processes; Multivariate Analysis; Factor Analysis; Spain + Suchen Sie Ihr Suchwort? Spanisch; Texterfassung; Ausland; Writing test; Schreibtest; Learning handicap; Lernbehinderung; Buchstabenschrift; Gedächtnis; Schreibweise; Sentence analysis; Satzanalyse; Korrelation; Statistische Analyse; Multivariate Analyse; Faktorenanalyse; Spanien
Abstract	This study had two purposes: examining the internal structure of the "Test Estandarizado para la Evaluación Inicial de la Escritura con Teclado" (TEVET; Spanish Keyboarding Writing Test), and analyzing the development of keyboarding skills in Spanish elementary school children with and without learning disabilities (LD) in writing. A group of 1,168 elementary school children carried out the following writing tasks: writing the alphabet in order from memory, allograph selection, word copying, writing dictated words with inconsistent spelling, writing pseudowords from dictation, and independent composition of sentence. For this purpose, exploratory factor analysis for the TEVET was conducted. Principal component analysis with a varimax rotation identified three factors with eigenvalues greater than 1.0. Based on factorial analysis, we analyzed the keyboarding skills across grades in Spanish elementary school children with and without LD (i.e., poor handwriters compared with poor spellers, who in turn were compared with mixed compared with typically achieving writers). The results indicated that poor handwriters did not differ from typically achieving writers in phonological processing, visual-orthographic processing, and sentence production components by keyboarding. The educational implications of the findings are analyzed with regard to acquisition of keyboarding skills in children with and without LD in transcription. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01