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Physical & Occupational Therapy In Pediatrics Volume 25, 2005 - Issue 1-2
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Original Article

Keyboarding for Students with Handwriting Problems

A Literature Review

Andrew R. Freeman Rehabilitation Sciences Program, Faculty of Health Sciences, University of Western Ontario, 1201 Western Road, London, Ontario, Canada, N6G 1H1; Rehabilitation Sciences Program, Faculty of Health Sciences, University of Western Ontario, 1201 Western Road, London, Ontario, Canada, N6G 1H1View further author information
,
Joyace R. Mackinnon Rehabilitation Sciences Program, Faculty of Health Sciences, University of Western Ontario, 1201 Western Road, London, Ontario, Canada, N6G 1H1
&
Linda T. Miller Rehabilitation Sciences Program, Faculty of Health Sciences, University of Western Ontario, 1201 Western Road, London, Ontario, Canada, N6G 1H1
Pages 119-147 | Published online: 29 Jul 2009

Citations (15)

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Read on this site (3)

Denise K. Donica, Peter Giroux & Amber Faust. (2018) Keyboarding instruction: Comparison of techniques for improved keyboarding skills in elementary students. Journal of Occupational Therapy, Schools, & Early Intervention 11:4, pages 396-410.
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Sheryl Klein, Laurel Erickson, Kimberley James, Curtis Perrott, Heather Williamson & Leanne Zacharuk. (2008) Effectiveness of a Computer Skills Program to Improve Written Communication in Children with Developmental Coordination Disorder. Physical & Occupational Therapy In Pediatrics 28:1, pages 5-23.
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Patricia M. Barbetta. Remedial and compensatory writing technologies for middle school students with learning disabilities and their classmates in inclusive classrooms. Preventing School Failure: Alternative Education for Children and Youth 0:0, pages 1-12.
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Articles from other publishers (12)

Emma Sumner, Ruth Nightingale, Karen Gurney, Mellissa Prunty & Anna L. Barnett. (2023) Doing the ‘write’ thing: handwriting and typing support in secondary schools in England. Literacy.
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Sharon Abecassis, Hagit Magen & Naomi Weintraub. (2023) Typing Performance and Technique of Higher Education Students with Specific Learning Disorders. Learning Disabilities Research & Practice.
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Rina Khoury-Shaheen & Naomi Weintraub. (2022) Keyboarding assessments for elementary school students: Can they be uniform?. Computers and Education Open 3, pages 100091.
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Ruth Nightingale, Emma Sumner, Mellissa Prunty & Anna L. Barnett. (2022) Handwriting and typing: Occupational therapy practice when supporting adolescents with handwriting difficulties. British Journal of Occupational Therapy 85:11, pages 891-899.
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Stefanie Jung, Korbinian Moeller, Elise Klein & Juergen Heller. (2021) Mode effect: An issue of perspective? Writing mode differences in a spelling assessment in German children with and without developmental dyslexia. Dyslexia 27:3, pages 373-410.
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Marta Sevilla-Sanchez, Tibor Hortobágyi, Noa Fogelson, Eliseo Iglesias-Soler, Eduardo Carballeira & Miguel Fernandez-del-Olmo. (2021) Small Enhancement of Bimanual Typing Performance after 20 Sessions of tDCS in Healthy Young Adults. Neuroscience 466, pages 26-35.
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Anne Ozdowska, Peta Wyeth, Suzanne Carrington & Jill Ashburner. (2021) Using assistive technology with SRSD to support students on the autism spectrum with persuasive writing. British Journal of Educational Technology 52:2, pages 934-959.
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Ahyoung Alicia Kim, Shinhye Lee, Mark Chapman & Carsten Wilmes. (2019) The Effects of Administration and Response Modes on Grade 1–2 Students’ Writing Performance. TESOL Quarterly 53:2, pages 482-513.
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Marjolijn van Weerdenburg, Mariëtte Tesselhof & Henny van der Meijden. (2018) Touch‐typing for better spelling and narrative‐writing skills on the computer. Journal of Computer Assisted Learning 35:1, pages 143-152.
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Hayley Weigelt-Marom & Naomi Weintraub. (2018) Keyboarding versus handwriting speed of higher education students with and without learning disabilities: Does touch-typing assist in narrowing the gap?. Computers & Education 117, pages 132-140.
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Bogi Perelmutter, Karla K. McGregor & Katherine R. Gordon. (2017) Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis. Computers & Education 114, pages 139-163.
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Elaine Bisschop, Celia Morales, Verónica Gil & Elizabeth Jiménez-Suárez. (2016) Fluency and Accuracy in Alphabet Writing by Keyboarding: A Cross-Sectional Study in Spanish-Speaking Children With and Without Learning Disabilities. Journal of Learning Disabilities 50:5, pages 534-542.
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