Carmen Mayer|Stefanie Wallner|Nora Budde-Spengler|Sabrina Braunert|Petra A. Arndt|Markus Kiefer
Literacy Training of Kindergarten Children With Pencil, Keyboard or Tablet Stylus: The Influence of the Writing Tool on Reading and Writing Performance at the Letter and Word Level
University of Ulm|University of Ulm|Catholic University of Eichstätt-Ingolstadt|University of Ulm|University of Ulm|University of Ulm|University of Ulm
last years digital writing devices increasingly replacing handwriting pencil paper reading writing skills central education important know writing tool optimal initial literacy education present training study therefore set test influence writing tool acquisition literacy skills letter word level various tests large sample kindergarten children n 147 using closely matched letter learning games children trained 16 letters handwriting pencil sheet paper writing stylus tablet computer typing letters using virtual keyboard tablet across 7 weeks training using stylus touchscreen interesting comparison condition traditional handwriting slippery surface touchscreen lower friction paper thus increases difficulty motor control training immediately training four five weeks training assessed reading writing performance using standardized tests also assessed visuospatial skills training order test whether different training regimens affected cognitive domains written language children pencil group showed superior performance letter recognition improved visuospatial skills compared keyboard training performance stylus group differ significantly neither keyboard pencil group keyboard training however resulted superior performance word writing reading compared handwriting training stylus tablet compared pencil group results suggest handwriting pencil fosters acquisition letter knowledge improves visuospatial skills compared keyboarding least given current technological state writing stylus touchscreen seems least favorable writing tool possibly increased demands motor control future training studies covering extended observation period years needed allow conclusions longterm effects writing tools literacy acquisition well general cognitive development