Legible written communication is essential for
students to share knowledge (Rogers and Case-Smith
2002). If students lack proficiency in written communication,
their composition skills will suffer, which can affect
their self-esteem and grades. Whether or not this proficiency
is in handwriting or keyboarding is a question
worthy of discussion. In this article the authors define
motor learning, examine the overlapping principles of
motor learning in handwriting and keyboarding skill
development, and discuss the need for fluency. The principles
of motor learning indicate that handwriting precedes
keyboarding when comparing skills and time needed to
gain competency. Also discussed are correlations between
handwriting and keyboarding skills and the impact of teacher
attitudes toward each. As occupational therapists, the
authors’ recommendations are based on the review of literature
and evidence their combined with their extensive
experience as school-based occupational therapists. Using
a school-based consultative model of occupational therapy
at the continuing education or university educational level
can facilitate the sharing of this knowledge with early
childhood education teachers.

J94

371.3 NAN i

Perpustakaan FITK Pusat

Tersedia

• In Early Education, Why Teach Handwriting Before Keyboarding?

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