Effect Sizes of Writing Modality on K-6 Students' Writing and Reading Performance: A Meta-Analysis
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| Title: | Effect Sizes of Writing Modality on K-6 Students' Writing and Reading Performance: A Meta-Analysis |
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| Language: | English |
| Authors: | Anabela Abreu Malpique (ORCID |
| Source: | Australian Educational Researcher. 2024 51(5):2001-2030. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education |
| Descriptors: | Effect Size, Writing Achievement, Reading Achievement, Handwriting, Keyboarding (Data Entry), School Readiness, Literacy, Meta Analysis, Research Reports, Elementary School Students, Prior Learning, Computer Literacy, Task Analysis, Timed Tests, Comparative Analysis, Instructional Program Divisions, Alphabets, Kindergarten |
| DOI: | 10.1007/s13384-023-00676-y |
| ISSN: | 0311-6999 2210-5328 |
| Abstract: | In many classrooms across the globe, students are expected to comprehend and produce handwritten and computer-generated texts as soon as they start school. As we progress towards digitalisation in education, it has become necessary to understand the effects of writing modality on students' literacy performance and development. The current meta-analysis integrates findings from 22 international studies involving 6168 participants, comparing the effects of handwriting and keyboarding on the writing and reading performance of primary-aged students. Moderator analyses were executed to determine if grade level, keyboarding experience, timed measurement of letter writing, types of tasks measuring letter writing fluency, and study design moderated modality effects on writing outcomes. Results revealed a significant effect size when comparing writing quality between handwriting and keyboarding, with students producing better quality passages via handwriting than keyboarding (ES = 0.53). Results also revealed that only grade level significantly moderated the effect size for letter writing fluency and written word production. Findings indicated that handwriting and keyboarding practices are associated with improvements on specific reading skills in primary education, with no clear superiority of modality. We discuss implications for literacy research and teaching both locally and globally. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1443297 |
| Database: | ERIC |
| Abstract: | In many classrooms across the globe, students are expected to comprehend and produce handwritten and computer-generated texts as soon as they start school. As we progress towards digitalisation in education, it has become necessary to understand the effects of writing modality on students' literacy performance and development. The current meta-analysis integrates findings from 22 international studies involving 6168 participants, comparing the effects of handwriting and keyboarding on the writing and reading performance of primary-aged students. Moderator analyses were executed to determine if grade level, keyboarding experience, timed measurement of letter writing, types of tasks measuring letter writing fluency, and study design moderated modality effects on writing outcomes. Results revealed a significant effect size when comparing writing quality between handwriting and keyboarding, with students producing better quality passages via handwriting than keyboarding (ES = 0.53). Results also revealed that only grade level significantly moderated the effect size for letter writing fluency and written word production. Findings indicated that handwriting and keyboarding practices are associated with improvements on specific reading skills in primary education, with no clear superiority of modality. We discuss implications for literacy research and teaching both locally and globally. |
|---|---|
| ISSN: | 0311-6999 2210-5328 |
| DOI: | 10.1007/s13384-023-00676-y |
