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HatchAnn2007 mjw.pdf (5.19 MB)

ETD Abstract Container

Abstract Header

Comparison of Handwriting, Keyboarding and Word Prediction with Speaking Software in Third and Fourth Graders

Hatch, Ann
http://rave.ohiolink.edu/etdc/view?acc_num=osu1419261906

Abstract Details

2007, Master of Science, Ohio State University, Allied Medical Professions.
This study explored the differences in the quality of written work produced by students identified with difficulties with written expression when retelling stories using the three conditions of handwriting, keyboarding, or Co-Writer with Write Out Loud, which are word prediction and voice output programs. The sample consisted of twelve third and fourth graders attending an urban school in central Ohio. Two instructional sessions taught students the rudimentary skills of keyboarding and using Co-Writer with Write Out Loud. Three treatment sessions consisted of the students listening to a story and retelling it by one of the three conditions that were applied in random order. The quality of the students’ retelling of the stories was measured by legibility, spelling, total amount written and maturity of writing. The students demonstrated a significant increase in legibility and spelling when utilizing a computer, either keyboarding or using Co-Writer with Write Out Loud. There was no significance in the differences in total amount written or maturity of writing across conditions. The students completed surveys after each treatment session to indicate to what degree they liked the condition of retelling the story, if they wanted to use the condition in their classroom and the ease of use of the condition. The survey for the final treatment session asked the students to choose which method they preferred to retell their stories. The results were not significant, but students preferred retelling their stories on the computer instead of handwriting them, wanted to use the computer in their classrooms, but found all methods almost equal in ease of use. Over half the students preferred using Co-Writer with Write Out Loud to retell their stories. The findings in this study support the use of Co-Writer with Write Out Loud in the classroom, provided students have adequate keyboarding instruction and consistent use of the programs to develop proficiency. Students using Co-Writer with Write Out Loud are able to produce legible hard copy with improved spelling, when compared to handwriting.
Jane Case-Smith (Advisor)
Jill Clutter (Committee Member)
Joseph Wheaton (Committee Member)
84 p.
Health Care

Recommended Citations

Citations

  • Hatch, A. (2007). Comparison of Handwriting, Keyboarding and Word Prediction with Speaking Software in Third and Fourth Graders [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1419261906

    APA Style (7th edition)

  • Hatch, Ann. Comparison of Handwriting, Keyboarding and Word Prediction with Speaking Software in Third and Fourth Graders. 2007. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1419261906.

    MLA Style (8th edition)

  • Hatch, Ann. "Comparison of Handwriting, Keyboarding and Word Prediction with Speaking Software in Third and Fourth Graders." Master's thesis, Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1419261906

    Chicago Manual of Style (17th edition)

osu1419261906
338
© 2007, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.