Handwriting practice produced better letter recognition in students than those who solely used typing and digital devices (Longcamp, Zerbato-Poudou & Velay, 2005). The physical act of handwriting benefits early literacy learners because the kinaesthetic action contributes to greater recognition and memorisation of letters.Handwriting should be the dominant recording skill taught in the first three years of schooling followed by the addition of keyboarding skills in Years 3 to 6 (Mackenzie & Spokes, 2018).Conversely, there is an absence of research on the long-term impact of not teaching handwriting (Mackenzie and Spokes, 2018). Handwriting does matter and is more closely related to academic achievement than most educators realise (Cahill, 2009 Daffern, Mackenzie & Hemmings, 2017 Longcamp, Zerbato-Poudou & Velay, 2005 Medwell & Wray, 2007).Key findings of research into the teaching of handwriting and keyboarding skills include:
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For example, Foundation students are required to “construct texts using software including word processing programs” while the Level 10 outcome states students must “use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts” (VCAA, 2017).
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In conjunction with learning to handwrite is the expectation that all students will learn how to create texts using software programs. Students begin learning “letter formation patterns” in their first year of schooling and work towards developing a “personal handwriting style that is legible, fluent and automatic and supports writing for extended periods” in Level 7 (VCAA, 2017). Handwriting skills are outlined in the outcomes set for all levels from Foundation to Level 7. The Victorian English Curriculum specifically addresses the development of both skills. Internationally, the United Kingdom and France have retained or revisited the importance of explicitly teaching handwriting in primary settings, while in Finland and the USA the explicit teaching of handwriting along with the development of keyboarding skills are implemented (Mackenzie & Spokes, 2018). Handwriting or keyboarding in primary schools?
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To free up the cognitive demands required of recording, handwriting or keyboarding skills need to become automated (Cahill, 2009 Poole and Preciado, 2016). The physical act of handwriting is a complex one it requires the integration of perceptual-motor skills and higher-level cognitive skills (Case-Smith, Holland & Bishop, 2011) and the kinaesthetic process of writing is linked to writing achievement (Daffern, Mackenzie & Hemmings, 2017 Graham, Harris & Fink, 2000).Īdditionally, developing automated keyboarding skills is a contributing element to writing success especially when students are expected to compose digitally. Literacy in the twenty-first century requires its members to create or complete both handwritten and digital texts such as government and other agency forms, undertake standardised tests, take meaningful notes, keep a personal diary, provide a signature, opt to complete leisure activities such as word puzzles and communicate via text messaging.ĭeveloping an automated personal handwritten script is a contributing element to writing success (Medwell and Wray, 2014 Schlagal, 2014). However, despite the rapid technological advancements in digital forms of communication, the need for a careful balance between these advancements and written language is still required (Mackenzie & Spokes, 2018). Computers and other digital devices are also commonplace in educational locations from preschool to tertiary settings. Most adults during their working day interact with a computer or other digital device to word process, to work with programs designed for specific task-related outcomes or to communicate with others.
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