Keyboarding and handwriting in school students with developmental coordination disorder

Abstract Word processing via keyboarding is commonly recommended as an alternative writing mode for students with Developmental Coordination Disorder (DCD), who experience difficulties with handwriting. However, there is currently insufficient evidence to support this recommendation. This study compared the handwriting and keyboarding performance of students, both within the groups of students with DCD and typically developing (TD) peers, as well as between these groups. The sample included 48 fourth- and fifth-grade students (17 with DCD and 31 TD). The students were individually administered handwriting and keyboarding assessments, and tests measuring reading and non-verbal intelligence. After controlling for reading speed, handwriting and keyboarding of students with DCD were significantly slower than that of their TD peers. Handwriting legibility was also poorer, but not keyboarding accuracy. Within each group, handwriting speed was significantly higher than the keyboarding speed. The results suggest that students with DCD with poor legibility may benefit from keyboarding, as they typed as accurately as their peers. Yet, keyboarding may not be an effective accommodation for slow handwriters. However, given the fact that the TD students also typed slower than they handwrote, both groups may benefit from systematic keyboarding instruction.