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.
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