Rates of Development of Keyboarding Skills in Elementary School Aged Children With and Without Identified Learning Disabilities
A Thesis Presented to the Faculty of the Graduate School of Education of Harvard University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education.
In this study I examine the acquisition of keyboarding skills by individuals of elementary school age. My introduction and review of literature trace the history of typewriting and keyboarding in American schools. Other literature is also probed, including studies of written language disabilities and their remediation, handwriting instruction, the underlying psychological processes implicated in the acquisition of typing and keyboarding skills, the process approach to writing, and the role of word processing in modern writing instruction. I discuss how these topics interrelate and affect writing skills development.