Please use this identifier to cite or link to this item: http://hdl.handle.net/10553/35708
DC FieldValueLanguage
dc.contributor.authorPeake, Christianen_US
dc.contributor.authorDíaz Megolla, Aliciaen_US
dc.contributor.authorArtiles Hernández, Ceferinoen_US
dc.date.accessioned2018-04-30T11:46:42Z-
dc.date.available2018-04-30T11:46:42Z-
dc.date.issued2017en_US
dc.identifier.issn0022-2194en_US
dc.identifier.urihttp://hdl.handle.net/10553/35708-
dc.description.abstractThis study examined the relationship and degree of predictability that the fluency of writing the alphabet from memory and the selection of allographs have on measures of fluency and accuracy of spelling in a free-writing sentence task when keyboarding. The Test Estandarizado para la Evaluacion de la Escritura con Teclado (Spanish Keyboarding Writing Test; Jimenez, 2012) was used as the assessment tool. A sample of 986 children from Grades 1 through 3 were classified according to transcription skills measured by keyboard ability (poor vs. good) across the grades. Results demonstrated that fluency in writing the alphabet and selecting allographs mediated the differences in spelling between good and poor keyboarders in the free-writing task. Execution in the allograph selection task and writing alphabet from memory had different degrees of predictability in each of the groups in explaining the level of fluency and spelling in the free-writing task sentences, depending on the grade. These results suggest that early assessment of writing by means of the computer keyboard can provide clues and guidelines for intervention and training to strengthen specific skills to improve writing performance in the early primary grades in transcription skills by keyboarding.en_US
dc.languageengen_US
dc.relation.ispartofJournal of Learning Disabilitiesen_US
dc.sourceJournal of Learning Disabilities [ISSN 0022-2194], v. 50 (5), p. 543-551en_US
dc.subject580205 Educación especial; minusválidos y deficientes mentalesen_US
dc.subject.otherLearning disabilities in writingen_US
dc.subject.otherAlphabet writingen_US
dc.subject.otherAllograph selectionen_US
dc.subject.otherSentence writingen_US
dc.subject.otherSpellingen_US
dc.subject.otherKeyboardingen_US
dc.subject.otherFluencyen_US
dc.titleAlphabet writing and allograph selection as predictors of spelling in sentences written by Spanish-speaking children who are poor or good keyboardersen_US
dc.typeinfo:eu-repo/semantics/Articleen_US
dc.typeinfo:eu-repo/semantics/Articlees
dc.typeArticlees
dc.identifier.doi10.1177/0022219416642188
dc.identifier.scopus85027505955
dc.identifier.isi000407651400007-
dc.contributor.authorscopusid56888655600
dc.contributor.authorscopusid57195371560
dc.contributor.authorscopusid22933790500
dc.identifier.eissn1538-4780-
dc.description.lastpage551-
dc.identifier.issue5-
dc.description.firstpage543-
dc.relation.volume50-
dc.investigacionArtes y Humanidadesen_US
dc.type2Artículoen_US
dc.contributor.daisngid5344902
dc.contributor.daisngid1744044
dc.contributor.daisngid4295265
dc.contributor.wosstandardWOS:Peake, C
dc.contributor.wosstandardWOS:Diaz, A
dc.contributor.wosstandardWOS:Artiles, C
dc.date.coverdateSeptiembre 2017
dc.identifier.ulpgces
dc.description.sjr1,578
dc.description.jcr2,341
dc.description.sjrqQ1
dc.description.jcrqQ1
dc.description.ssciSSCI
dc.description.erihplusERIH PLUS
item.grantfulltextnone-
item.fulltextSin texto completo-
crisitem.author.deptGIR Didáctica, Aprendizaje y Motivación en Contextos Específicos-
crisitem.author.deptDepartamento de Educación-
crisitem.author.orcid0000-0001-6976-0647-
crisitem.author.parentorgDepartamento de Educación-
crisitem.author.fullNameDíaz Megolla, Alicia-
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