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dc.contributor.authorSpilling, Eivor Finset
dc.contributor.authorRønneberg, Vibeke
dc.contributor.authorRogne, Wenke Mork
dc.contributor.authorRoeser, Jens
dc.contributor.authorTorrance, Mark
dc.date.accessioned2021-11-08T08:50:24Z
dc.date.available2021-11-08T08:50:24Z
dc.date.created2021-07-12T15:55:43Z
dc.date.issued2021-06
dc.identifier.citationSpilling, E.F., Rønneberg, V., Rogne, W.M. et al. (2021) Handwriting versus keyboarding: Does writing modality affect quality of narratives written by beginning writers?. Reading and writing.en_US
dc.identifier.issn0922-4777
dc.identifier.urihttps://hdl.handle.net/11250/2828270
dc.description.abstractTo date, there is no clear evidence to support choosing handwriting over keyboarding or vice versa as the modality children should use when they first learn to write. 102 Norwegian first-grade children from classrooms that used both electronic touchscreen keyboard on a digital tablet and pencil-and-paper for writing instruction wrote narratives in both modalities three months after starting school and were assessed on several literacy-related skills. The students’ texts were then analysed for a range of text features, and were rated holistically. Data were analysed using Bayesian methods. These permitted evaluation both of evidence in favour of a difference between modalities and of evidence in favour of there being no difference. We found moderate to strong evidence in favour of no difference between modalities. We also found moderate to strong evidence against modality effects being moderated by students’ literacy ability. Findings may be specific to students who are just starting to write, but suggest that for children at this stage of development writing performance is independent of modality.en_US
dc.language.isoengen_US
dc.publisherSpringer Nature Switzerland AGen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectutdanningsvitenskapen_US
dc.subjecthåndskriften_US
dc.subjectskriveopplæringen_US
dc.titleHandwriting versus keyboarding: Does writing modality affect quality of narratives written by beginning writers?en_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© The Author(s) 2021en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.source.pagenumber1-25en_US
dc.source.journalReading and writingen_US
dc.identifier.doi10.1007/s11145-021-10169-y
dc.identifier.cristin1921529
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


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