键入困难:高等教育学生书写困难的频率和特征

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2020-04-30 DOI:10.1111/ldrp.12220
Tali Rosenberg-Adler, Naomi Weintraub
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引用次数: 6

摘要

文字处理通常被认为是一种替代的写作模式,或为有特殊学习障碍的学生提供考试便利。因此,对于研究人员和教育工作者来说,了解这些学生在使用这项技术时可能遇到的困难是很重要的。我们检查了键盘输入困难的频率(KD;(例如,键盘输入缓慢),以及与纯高清学生相比,这些残疾的潜在功能(语言、精细运动和注意力)。在50名患有HD的学生中,24%的人被发现患有KD。与单独患有HD的学生相比,这一组在语音和拼写技能方面的得分明显较低,但在精细运动和注意力功能方面的得分却没有明显下降。这些结果支持了手写和键盘输入共享语言过程的模型。他们还建议,对于语言能力较低的学生来说,通过键盘进行文字处理可能不是一种有效的写作模式,这些学生可能需要量身定制的住宿。
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Keyboarding Difficulties: Frequency and Characteristics among Higher Education Students with Handwriting Difficulties

Word processing is often considered an alternative writing mode or test accommodation for students with specific learning disorders who have handwriting difficulties (HD). Therefore, it is important for researchers and educators to understand the difficulties these students may encounter while using this technology. We examined the frequency of keyboarding difficulties (KD; i.e., slow keyboarding) among higher education students with HD, and the underlying functions (language, fine-motor, and attention) of these disabilities compared to students with only HD. Of the 50 students with HD, 24 percent were found to have KD. This group had significantly lower scores in phonological and orthographic skills, but not in fine-motor and attention functions, compared to students with HD alone. These results support models suggesting that handwriting and keyboarding share linguistic processes. They also suggest that for students with lower linguistic functions, word processing via keyboarding may not be an effective writing mode, and that these students may require tailored accommodation.

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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
期刊最新文献
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