Typing Performance and Technique of Higher Education Students with Specific Learning Disorders

Sharon Abecassis, Hagit Magen, Naomi Weintraub*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

Higher education students with specific learning disorders (SLD) often experience difficulties in basic learning skills, including typing on computers, which has become the most common writing mode for academic purposes. This may affect their academic performance. We compared the typing performance, product, and technique (screen gaze, finger use) of 35 SLD and 30 typically developing (TD) students using keylogging software. Compared to TD peers, students with SLD typed more slowly and less accurately, and gazed less at the screen, suggesting a less effective typing technique. They typed slower even after controlling for screen gaze, implying that additional factors may account for their lower typing speed such as language processing. Hence, students with SLD may benefit from typing instruction alongside test accommodations during computer-based exams.

Original languageAmerican English
Pages (from-to)119-128
Number of pages10
JournalLearning Disabilities Research and Practice
Volume38
Issue number2
DOIs
StatePublished - May 2023

Bibliographical note

Publisher Copyright:
© 2023 The Authors. Learning Disabilities Research & Practice published by Wiley Periodicals LLC on behalf of Division for Learning Disabilities of the Council for Exceptional Children.

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