Gene Ouellette|Talisa Tims
The write way to spell: printing vs. typing effects on orthographic learning
Mount Allison University|Dalhousie University
prior research shown superior orthographic learning resulting spelling practice relative repeated reading one mechanism proposed underlie advantage spelling establishing detailed orthographic representations memory motoric component manual movements evoked printing writing study investigated contention directly testing effects typing versus printing orthographic learning achieved spelling practice evaluated whether practice modality interacts preexisting individual characteristics 40 students grade 2 mean age 7 years 5 months introduced 10 novel nonwords students practiced spelling items printing others practiced spelling keyboard participants tested recognition spelling items 1 7 days later results revealed high rates orthographic learning main effects practice modality testing time posttest modality hierarchical regression analyses revealed interaction typing proficiency practice modality preexisting keyboarding skills constrained facilitated learning within typingpractice group similar interaction found printing skills learning within printing group results discussed reference prominent reading theory educational applications provisional manuscript registered report available full manuscript expected summer 2014