Effect of an Instructional Program for Word Processing and efficient typing on 'Year 4 students' composition.
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| Title: | Effect of an Instructional Program for Word Processing and efficient typing on 'Year 4 students' composition. |
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| Authors: | Gahshan, Nagham1 (AUTHOR) nagham.gahshan@gmail.com, Weintraub, Naomi1 (AUTHOR) naomi.weintraub@mail.huji.ac.il |
| Source: | Reading & Writing. Nov2025, Vol. 38 Issue 9, p2661-2683. 23p. |
| Subject Terms: | *Elementary education, *Fourth grade (Education), *Language arts, *Individual development, *Self-regulated learning, *Academic discourse, Keyboarding, Word processing software |
| Abstract: | Elementary-school students are increasingly required to compose texts on computers. Composing involves both higher-level (planning, translating and revising) and lower-level (i.e., transcription) skills. It is assumed that automatic lower-level skills enable students to focus their attention on the higher composition demands. However, while composing instruction is part of the language arts curriculum, computer literacy instruction (e.g., typing and word processing [WP]) receives less attention. This disparity may affect composition performance, but the evidence for this premise is limited. To address this gap, the Word Processing and Typing Instructional Program (WoTIP) was developed which is grounded in motor learning, ergonomics, and self-regulated learning principles, and incorporated within a language arts curriculum via a collaborative consultation model. The study examined: (a) if the WoTIP will improve students' typing speed, WP, and composition performance compared to a 'no touch-typing or WP instruction' control group; and (b) if improvement in typing and WP will be associated with enhanced composition performance. This study included Grade 4 students (N = 51). Findings showed that the WoTIP group (n = 27) significantly improved their typing and WP performance, as well as their composition quantity and quality, compared to the control group (n = 24). Additionally, a low significant correlation was observed between WP and composition quantity and between typing, WP and composition quality. Hence, it appears that the WoTIP may be an effective program for enhancing both transcription and composing abilities of Grade 4 students. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading & Writing is the property of Springer Nature 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: 189054369 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Effect of an Instructional Program for Word Processing and efficient typing on 'Year 4 students' composition. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gahshan%2C+Nagham%22">Gahshan, Nagham</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> nagham.gahshan@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Weintraub%2C+Naomi%22">Weintraub, Naomi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> naomi.weintraub@mail.huji.ac.il</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Nov2025, Vol. 38 Issue 9, p2661-2683. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Fourth+grade+%28Education%29%22">Fourth grade (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+arts%22">Language arts</searchLink><br />*<searchLink fieldCode="DE" term="%22Individual+development%22">Individual development</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Keyboarding%22">Keyboarding</searchLink><br /><searchLink fieldCode="DE" term="%22Word+processing+software%22">Word processing software</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Elementary-school students are increasingly required to compose texts on computers. Composing involves both higher-level (planning, translating and revising) and lower-level (i.e., transcription) skills. It is assumed that automatic lower-level skills enable students to focus their attention on the higher composition demands. However, while composing instruction is part of the language arts curriculum, computer literacy instruction (e.g., typing and word processing [WP]) receives less attention. This disparity may affect composition performance, but the evidence for this premise is limited. To address this gap, the Word Processing and Typing Instructional Program (WoTIP) was developed which is grounded in motor learning, ergonomics, and self-regulated learning principles, and incorporated within a language arts curriculum via a collaborative consultation model. The study examined: (a) if the WoTIP will improve students' typing speed, WP, and composition performance compared to a 'no touch-typing or WP instruction' control group; and (b) if improvement in typing and WP will be associated with enhanced composition performance. This study included Grade 4 students (N = 51). Findings showed that the WoTIP group (n = 27) significantly improved their typing and WP performance, as well as their composition quantity and quality, compared to the control group (n = 24). Additionally, a low significant correlation was observed between WP and composition quantity and between typing, WP and composition quality. Hence, it appears that the WoTIP may be an effective program for enhancing both transcription and composing abilities of Grade 4 students. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading & Writing is the property of Springer Nature 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.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-024-10613-9 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 2661 Subjects: – SubjectFull: Elementary education Type: general – SubjectFull: Fourth grade (Education) Type: general – SubjectFull: Language arts Type: general – SubjectFull: Individual development Type: general – SubjectFull: Self-regulated learning Type: general – SubjectFull: Academic discourse Type: general – SubjectFull: Keyboarding Type: general – SubjectFull: Word processing software Type: general Titles: – TitleFull: Effect of an Instructional Program for Word Processing and efficient typing on 'Year 4 students' composition. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gahshan, Nagham – PersonEntity: Name: NameFull: Weintraub, Naomi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 38 – Type: issue Value: 9 Titles: – TitleFull: Reading & Writing Type: main |
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