Handwriting or Typewriting? The Influence of Pen- or Keyboard-Based Writing Training on Reading and Writing Performance in Preschool Children
Identifieur interne : 000857 ( Main/Exploration ); précédent : 000856; suivant : 000858Handwriting or Typewriting? The Influence of Pen- or Keyboard-Based Writing Training on Reading and Writing Performance in Preschool Children
Auteurs : Markus Kiefer [Allemagne] ; Stefanie Schuler [Allemagne] ; Carmen Mayer [Allemagne] ; Natalie M. Trumpp ; Katrin Hille [Allemagne] ; Steffi SachseSource :
- Advances in Cognitive Psychology [ 1895-1171 ] ; 2015.
Abstract
Digital writing devices associated with the use of computers, tablet PCs, or mobile phones are increasingly replacing writing by hand. It is, however, controversially discussed how writing modes influence reading and writing performance in children at the start of literacy. On the one hand, the easiness of typing on digital devices may accelerate reading and writing in young children, who have less developed sensory-motor skills. On the other hand, the meaningful coupling between action and perception during handwriting, which establishes sensory-motor memory traces, could facilitate written language acquisition. In order to decide between these theoretical alternatives, for the present study, we developed an intense training program for preschool children attending the German kindergarten with 16 training sessions. Using closely matched letter learning games, eight letters of the German alphabet were trained either by handwriting with a pen on a sheet of paper or by typing on a computer keyboard. Letter recognition, naming, and writing performance as well as word reading and writing performance were assessed. Results did not indicate a superiority of typing training over handwriting training in any of these tasks. In contrast, handwriting training was superior to typing training in word writing, and, as a tendency, in word reading. The results of our study, therefore, support theories of action-perception coupling assuming a facilitatory influence of sensory-motor representations established during handwriting on reading and writing.
Url:
DOI: 10.5709/acp-0178-7
PubMed: 26770286
PubMed Central: 4710970
Affiliations:
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Children</title><author><name sortKey="Kiefer, Markus" sort="Kiefer, Markus" uniqKey="Kiefer M" first="Markus" last="Kiefer">Markus Kiefer</name><affiliation wicri:level="3"><nlm:aff id="AU1"><addr-line>Department of Psychiatry, Ulm University, Ulm, Germany</addr-line></nlm:aff><country xml:lang="fr">Allemagne</country><wicri:regionArea>Department of Psychiatry, Ulm University, Ulm</wicri:regionArea><placeName><region type="land" nuts="1">Bade-Wurtemberg</region><region type="district" nuts="2">District de Tübingen</region><settlement type="city">Ulm</settlement></placeName></affiliation></author><author><name sortKey="Schuler, Stefanie" sort="Schuler, Stefanie" uniqKey="Schuler S" first="Stefanie" last="Schuler">Stefanie Schuler</name><affiliation wicri:level="3"><nlm:aff id="AU2"><addr-line>ZNL Transfer Center for Neuroscience and Learning, Ulm University, Ulm, Germany</addr-line></nlm:aff><country xml:lang="fr">Allemagne</country><wicri:regionArea>ZNL Transfer Center for Neuroscience and Learning, Ulm University, Ulm</wicri:regionArea><placeName><region type="land" nuts="1">Bade-Wurtemberg</region><region type="district" nuts="2">District de Tübingen</region><settlement type="city">Ulm</settlement></placeName></affiliation></author><author><name sortKey="Mayer, Carmen" sort="Mayer, Carmen" uniqKey="Mayer C" first="Carmen" last="Mayer">Carmen Mayer</name><affiliation wicri:level="3"><nlm:aff id="AU2"><addr-line>ZNL Transfer Center for Neuroscience and Learning, Ulm University, Ulm, Germany</addr-line></nlm:aff><country xml:lang="fr">Allemagne</country><wicri:regionArea>ZNL Transfer Center for Neuroscience and Learning, Ulm University, Ulm</wicri:regionArea><placeName><region type="land" nuts="1">Bade-Wurtemberg</region><region type="district" nuts="2">District de Tübingen</region><settlement type="city">Ulm</settlement></placeName></affiliation></author><author><name sortKey="Trumpp, Natalie M" sort="Trumpp, Natalie M" uniqKey="Trumpp N" first="Natalie M." last="Trumpp">Natalie M. Trumpp</name><affiliation><nlm:aff>NONE</nlm:aff></affiliation></author><author><name sortKey="Hille, Katrin" sort="Hille, Katrin" uniqKey="Hille K" first="Katrin" last="Hille">Katrin Hille</name><affiliation wicri:level="3"><nlm:aff id="AU2"><addr-line>ZNL Transfer Center for Neuroscience and Learning, Ulm University, Ulm, Germany</addr-line></nlm:aff><country xml:lang="fr">Allemagne</country><wicri:regionArea>ZNL Transfer Center for Neuroscience and Learning, Ulm University, Ulm</wicri:regionArea><placeName><region type="land" nuts="1">Bade-Wurtemberg</region><region type="district" nuts="2">District de Tübingen</region><settlement type="city">Ulm</settlement></placeName></affiliation></author><author><name sortKey="Sachse, Steffi" sort="Sachse, Steffi" uniqKey="Sachse S" first="Steffi" last="Sachse">Steffi Sachse</name><affiliation><nlm:aff>NONE</nlm:aff></affiliation></author></analytic><series><title level="j">Advances in Cognitive Psychology</title><idno type="eISSN">1895-1171</idno><imprint><date when="2015">2015</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p>Digital writing devices associated with the use of computers, tablet PCs, or
mobile phones are increasingly replacing writing by hand. It is, however,
controversially discussed how writing modes influence reading and writing
performance in children at the start of literacy. On the one hand, the easiness
of typing on digital devices may accelerate reading and writing in young
children, who have less developed sensory-motor skills. On the other hand, the
meaningful coupling between action and perception during handwriting, which
establishes sensory-motor memory traces, could facilitate written language
acquisition. In order to decide between these theoretical alternatives, for the
present study, we developed an intense training program for preschool children
attending the German kindergarten with 16 training sessions. Using closely
matched letter learning games, eight letters of the German alphabet were trained
either by handwriting with a pen on a sheet of paper or by typing on a computer
keyboard. Letter recognition, naming, and writing performance as well as word
reading and writing performance were assessed. Results did not indicate a
superiority of typing training over handwriting training in any of these tasks.
In contrast, handwriting training was superior to typing training in word
writing, and, as a tendency, in word reading. The results of our study,
therefore, support theories of action-perception coupling assuming a
facilitatory influence of sensory-motor representations established during
handwriting on reading and writing.</p></div></front><back><div1 type="bibliography"><listBibl><biblStruct><analytic><author><name sortKey="Barsalou, L W" uniqKey="Barsalou L">L. W. Barsalou</name></author><author><name sortKey="Simmons, W K" uniqKey="Simmons W">W. K. Simmons</name></author><author><name sortKey="Barbey, A K" uniqKey="Barbey A">A. K. Barbey</name></author><author><name sortKey="Wilson, C D" uniqKey="Wilson C">C. D. Wilson</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Bub, D N" uniqKey="Bub D">D. N. Bub</name></author><author><name sortKey="Masson, M E J" uniqKey="Masson M">M. E. J. Masson</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Bub, D N" uniqKey="Bub D">D. N. Bub</name></author><author><name sortKey="Masson, M E J" uniqKey="Masson M">M. E. J. Masson</name></author><author><name sortKey="Bukach, C M" uniqKey="Bukach C">C. M. 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Gordon</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Zheng, B B" uniqKey="Zheng B">B. B. Zheng</name></author><author><name sortKey="Warschauer, M" uniqKey="Warschauer M">M. Warschauer</name></author><author><name sortKey="Farkas, G" uniqKey="Farkas G">G. Farkas</name></author></analytic></biblStruct></listBibl></div1></back></TEI><affiliations><list><country><li>Allemagne</li></country><region><li>Bade-Wurtemberg</li><li>District de Tübingen</li></region><settlement><li>Ulm</li></settlement></list><tree><noCountry><name sortKey="Sachse, Steffi" sort="Sachse, Steffi" uniqKey="Sachse S" first="Steffi" last="Sachse">Steffi Sachse</name><name sortKey="Trumpp, Natalie M" sort="Trumpp, Natalie M" uniqKey="Trumpp N" first="Natalie M." last="Trumpp">Natalie M. Trumpp</name></noCountry><country name="Allemagne"><region name="Bade-Wurtemberg"><name sortKey="Kiefer, Markus" sort="Kiefer, Markus" uniqKey="Kiefer M" first="Markus" last="Kiefer">Markus Kiefer</name></region><name sortKey="Hille, Katrin" sort="Hille, Katrin" uniqKey="Hille K" first="Katrin" last="Hille">Katrin Hille</name><name sortKey="Mayer, Carmen" sort="Mayer, Carmen" uniqKey="Mayer C" first="Carmen" last="Mayer">Carmen Mayer</name><name sortKey="Schuler, Stefanie" sort="Schuler, Stefanie" uniqKey="Schuler S" first="Stefanie" last="Schuler">Stefanie Schuler</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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