Writing in the Digital Age - Keyboard versus Pen in Adolescents with Handwriting Difficulties
Up to 90% of referrals to Children’s Occupational Therapy (OT) are for difficulties with handwriting and as part of the OT process, alternative modes ie keyboarding are often recommended. In secondary school, these recommendations inform access arrangements where students can apply to use a word processor in examinations. However, no study has examined whether a word-processor has a positive impact on writing (composition) performance, compared to writing by hand. In addition, little is known about the contextual environment (policies/practices) and how key stakeholders (students/OTs/educators) experience the process of handwriting accommodations.
This mixed-methods project (n=100) will:
- Quantify the impact of writing modality (keyboarding versus handwriting) on writing performance
Measure factors that predict writing
- Obtain the views of key stakeholders to understand local policies/practices
The project will create a much-needed evidence-base for supporting secondary school students with handwriting difficulties.
Meet the Principal Investigator(s) for the project
Related Research Group(s)
Cognitive Neuroscience - Fundamental and applied research into brain function using techniques such as functional magnetic resonance imaging (fMRI), electroencephalography (EEG), electromyography (EMG), eye-tracking, transcranial magnetic stimulation (TMS), transcranial direct-current stimulation (tDCS), infrared thermography together with psychophysics and cognitive behavioural paradigms in health and disease.
Project last modified 21/06/2021