Typing Contrasted with Handwriting in Language Arts Instruction for Moderately Mentally Retarded Students

Abstract

The usefulness of typing, in contrast to handwriting, in a language arts program for moderately mentally retarded students was explored. Seven junior high age TMR students were provided instruction in recognizing sight vocabulary words using handwriting or typing activities in an alternating treatments design. Speed of written production, accuracy of copying and word recognition skills were measured. Use of typing as a compensatory instructional technique was supported: typing speed increased at an accelerated rate and accuracy in copying words by typing was consistently superior to copying by handwriting; typing activities were as effective as handwriting activities in promoting sight word recognition.

Get full access to this article

View all access options for this article.

References

Apffel

J. A.

, Kelleher

, Lilly

M. S.

, & Richardson

(1975). Developmental reading for moderately retarded children. Education and Training of the Mentally Retarded, 10, 229–236.

Bober

C. F.

(1975). Improving reading achievement through teaching typewriting. Business Education Forum, 4, 16–17.

Brown

, & Perlmutter

(1981). Teaching functional reading to trainable level retarded students. Education and Training of the Mentally Retarded, 6, 74–84.

Burney

(1982). A mastery approach to teaching sight words to TMR children. Journal for Special Educators, 18, 12–16.

Campbell

D. D.

(1973). Typewriting contrasted with handwriting: a circumvention study of learning disabled children. The Journal of Special Education, 7, 155–167.

Cothran

, & Mason

G. E.

(1978). The typewriter: time-tested tool for teaching reading and writing. Elementary School Journal, 78, 171–173.

Dolch

E. W.

(1953). The Dolch basic sight word list. Champaign, IL: Gerrard.

Dunn

L. M.

, & Markwardt

F. C.

(1970). Peabody Individual Achievement Test. Circle Pines, MN: American Guidance Service.

Fink

, & Brice-Gray

(1979). The effects of two teaching strategies on the acquisition and recall of an academic task by moderately and severely retarded preschool children. Mental Retardation, 17, 8–12.

10.

Hannaford

A. E.

, & Sloane

(1981). Microcomputers: powerful learning tools with proper programming. Teaching Exceptional Children, 14, 54–57.

11.

Kirk

(1972). Educating exceptional children. Boston: Houghton Mifflin Co.

12.

Seibert

K. A.

(1971). Teaching slow readers using the electric typewriter. (U.S.O.E. No. 1-1-079). Pomona, CA: California State Polytechnic College.

13.

Snell

M. E.

(Ed.) (1983). Systematic instruction of the moderately and severely handicapped. Columbus, OH: Charles Merrill.

14.

Tawney

J. W.

, & Gast

D. L.

(1984). Single subject research in special education. Columbus, OH: Charles Merrill.

15.

Vandever

, & Stubbs

(1977). Reading retention and transfer in TMR students. American Journal of Mental Deficiency, 82, 233–237.

16.

Ziff

(1974). Utilization of visually-oriented media to motivate and develop language facility in hearing impaired children. Volta Review, 76, 178–181.