Keyboarding Instruction for Special Needs Elementary Students
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Authors
Mote, Yvonne
Issue Date
2004-05
Type
Thesis
Language
en_US
Keywords
Facilitated keyboarding instruction , Special needs , Keyboarding proficiency , Writing level proficiency
Alternative Title
Abstract
This research project examined the effects and outcomes of facilitated
keyboarding instruction for fifth grade special needs students. The purpose of this
research was to study the effect of direct keyboarding instruction on keyboarding
proficiency, keyboarding techniques, and writing level proficiency of fifth grade students
identified as having special needs, as well as to describe the instructional experiences of
the participating students and teachers.
A review of the literature indicated that teaching students to keyboard does offer
the struggling writer an alternative to the traditional paper and pencil method of writing.
The literature supplied convincing evidence of the need to teach keyboarding skills
during the elementary years.
Eight fifth grade special needs students participated in this study over a four-week
time span for 30 minutes per day. Student performance was assessed for words per
minute, accuracy and writing stage. This study included student observation and teacher
and student interviews.
The results of the study were communicated to the learning community through a
meeting with teachers and the administrator of the school where the intervention took
place. This action research project included offering special needs students or other
students with writing difficulties opportunities to learn alternative ways to increase their
writing abilities, mainly through the use of the computer.
Description
Citation
Publisher
Valdosta State University
License
Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.