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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
Language: English
Authors: Anabela Abreu Malpique (ORCID 0000-0002-1683-9906), Debora Valcan, Deborah Pino-Pasternak, Susan Ledger, Margaret Merga
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
FullText Text:
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  Data: Effect Sizes of Writing Modality on K-6 Students' Writing and Reading Performance: A Meta-Analysis
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  Data: <searchLink fieldCode="AR" term="%22Anabela+Abreu+Malpique%22">Anabela Abreu Malpique</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1683-9906">0000-0002-1683-9906</externalLink>)<br /><searchLink fieldCode="AR" term="%22Debora+Valcan%22">Debora Valcan</searchLink><br /><searchLink fieldCode="AR" term="%22Deborah+Pino-Pasternak%22">Deborah Pino-Pasternak</searchLink><br /><searchLink fieldCode="AR" term="%22Susan+Ledger%22">Susan Ledger</searchLink><br /><searchLink fieldCode="AR" term="%22Margaret+Merga%22">Margaret Merga</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Australian+Educational+Researcher%22"><i>Australian Educational Researcher</i></searchLink>. 2024 51(5):2001-2030.
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  Data: 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/
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  Data: Y
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  Data: 30
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Effect+Size%22">Effect Size</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Achievement%22">Writing Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Handwriting%22">Handwriting</searchLink><br /><searchLink fieldCode="DE" term="%22Keyboarding+%28Data+Entry%29%22">Keyboarding (Data Entry)</searchLink><br /><searchLink fieldCode="DE" term="%22School+Readiness%22">School Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Reports%22">Research Reports</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Literacy%22">Computer Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Timed+Tests%22">Timed Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Program+Divisions%22">Instructional Program Divisions</searchLink><br /><searchLink fieldCode="DE" term="%22Alphabets%22">Alphabets</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink>
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  Data: 10.1007/s13384-023-00676-y
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  Data: 0311-6999<br />2210-5328
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  Data: 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.
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  Data: EJ1443297
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        Value: 10.1007/s13384-023-00676-y
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      – Text: English
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        StartPage: 2001
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      – SubjectFull: Effect Size
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      – SubjectFull: Writing Achievement
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      – SubjectFull: Reading Achievement
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      – SubjectFull: Kindergarten
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      – TitleFull: Effect Sizes of Writing Modality on K-6 Students' Writing and Reading Performance: A Meta-Analysis
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