Doing the 'write' thing: handwriting and typing support in secondary schools in England.
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| Title: | Doing the 'write' thing: handwriting and typing support in secondary schools in England. |
|---|---|
| Authors: | Sumner, Emma1 e.sumner@ucl.ac.uk, Nightingale, Ruth2,3, Gurney, Karen4, Prunty, Mellissa3, Barnett, Anna L.4 |
| Source: | Literacy. Jan2024, Vol. 58 Issue 1, p25-36. 12p. |
| Subject Terms: | *Handwriting, *Secondary schools, *Secondary education, Typewriting, Word processors |
| Abstract: | Students must be able to produce legible and fluent text when completing classwork and for exam purposes. Some students, however, present with handwriting difficulties in secondary school. When these are significant, intervention may be necessary or alternatives to handwriting may be offered (e.g. use of a word processor). Little is known about current practice of supporting secondary students with handwriting difficulties in England and how recommendations are made to transition to typing. Semi‐structured interviews were conducted with 13 practitioners with a responsibility for supporting students with handwriting difficulties. Two themes were identified. The first theme, 'doing the right thing', illustrated the tension between practitioners' commitment to supporting students with handwriting difficulties and their uncertainty around what is the 'right' approach. The second theme, 'influencing practice', described the contextual factors (student and family, school environment and national context) that impact on practitioners' practice and their decision to transition from handwriting to typing. Findings highlight the complexities of supporting this group of students and an urgent need for guidance at a national level to assist best practice. Implications for practice are discussed. Further research examining the effectiveness of handwriting interventions with secondary students and the optimum time to start typing is warranted. [ABSTRACT FROM AUTHOR] |
| Copyright of Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 175196396 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Doing the 'write' thing: handwriting and typing support in secondary schools in England. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sumner%2C+Emma%22">Sumner, Emma</searchLink><relatesTo>1</relatesTo><i> e.sumner@ucl.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Nightingale%2C+Ruth%22">Nightingale, Ruth</searchLink><relatesTo>2,3</relatesTo><br /><searchLink fieldCode="AR" term="%22Gurney%2C+Karen%22">Gurney, Karen</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Prunty%2C+Mellissa%22">Prunty, Mellissa</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Barnett%2C+Anna+L%2E%22">Barnett, Anna L.</searchLink><relatesTo>4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Literacy%22">Literacy</searchLink>. Jan2024, Vol. 58 Issue 1, p25-36. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Handwriting%22">Handwriting</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+schools%22">Secondary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Typewriting%22">Typewriting</searchLink><br /><searchLink fieldCode="DE" term="%22Word+processors%22">Word processors</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Students must be able to produce legible and fluent text when completing classwork and for exam purposes. Some students, however, present with handwriting difficulties in secondary school. When these are significant, intervention may be necessary or alternatives to handwriting may be offered (e.g. use of a word processor). Little is known about current practice of supporting secondary students with handwriting difficulties in England and how recommendations are made to transition to typing. Semi‐structured interviews were conducted with 13 practitioners with a responsibility for supporting students with handwriting difficulties. Two themes were identified. The first theme, 'doing the right thing', illustrated the tension between practitioners' commitment to supporting students with handwriting difficulties and their uncertainty around what is the 'right' approach. The second theme, 'influencing practice', described the contextual factors (student and family, school environment and national context) that impact on practitioners' practice and their decision to transition from handwriting to typing. Findings highlight the complexities of supporting this group of students and an urgent need for guidance at a national level to assist best practice. Implications for practice are discussed. Further research examining the effectiveness of handwriting interventions with secondary students and the optimum time to start typing is warranted. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=175196396 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/lit.12333 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 25 Subjects: – SubjectFull: Handwriting Type: general – SubjectFull: Secondary schools Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Typewriting Type: general – SubjectFull: Word processors Type: general Titles: – TitleFull: Doing the 'write' thing: handwriting and typing support in secondary schools in England. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sumner, Emma – PersonEntity: Name: NameFull: Nightingale, Ruth – PersonEntity: Name: NameFull: Gurney, Karen – PersonEntity: Name: NameFull: Prunty, Mellissa – PersonEntity: Name: NameFull: Barnett, Anna L. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 17414350 Numbering: – Type: volume Value: 58 – Type: issue Value: 1 Titles: – TitleFull: Literacy Type: main |
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