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Writing for all: Studying the development of handwriting and keyboarding skills in the Early Years

This project investigates Year 2 students’ abilities, attitudes, and self-efficacy to write paper-based and keyboard-based texts and teaching practices promoting effective writing development, including practices for teaching handwriting and keyboarding skills.

This project is funded by The Ian Potter Foundation and is part of the State Library of Western Australia Literacy Strategy for 2017-2027. - $476,056.

Conference Presentations, Peer-Reviewed

Malpique, A., Merga, M., Pino-Pasternak, D., Ledger S., & Valcan, D. (August, 2021). Writing For All: Studying the Development of Handwriting and Keyboarding Skills in Early Education. Paper presented at the 20th Biennial European Association for Research on Learning and Instruction (EARLI) Conference.

Malpique, A., Valcan, D, Pino-Pasternak, D., & Ledger S. (June, 2022). Effect sizes of handwriting and keyboarding on the writing and reading performance of K-6 students: A meta-analysis of the last 20 years. Paper presented at SIG Writing Biennial Conference, European Association for Research on Learning and Instruction (EARLI).

Malpique, A., Valcan, D, Pino-Pasternak, D., Ledger S., &. (November, 2022). Studying the Development of Handwriting and Keyboarding Skills in Early Education: A Pilot Study. Paper presented at the Australian Association for Research in Education (AARE) Conference.

Malpique, A., Valcan, D., Pino-Pasternak, D., Ledger, S., Asil, M. & Teo, T. (January, 2023). Writing for All: Examining Individual and Contextual Level Factors Explaining Writing in Primary Education. Paper presented at Fred Talks, Conferences in Psychological Science, University of Lisbon, Faculty of Psychology, invited keynote speaker. https://www.psicologia.ulisboa.pt/fredtalks-23/

Malpique, A., Valcan, D., Pino-Pasternak, D., Ledger, S., Asil, M. & Teo, T. (August, 2023). Student and Classroom-Level Predictors of Keyboard-Based Writing in Early Primary. Paper accepted for presentation at the 20th Biennial European Association for Research on Learning and Instruction (EARLI) Conference.

Publications

Malpique, A, Valcan, D., Pino-Pasternak, D., Ledger, S., Asil, M., & Teo, T. (2023). The keys of keyboard-based writing: Student and classroom-level predictors of keyboard-based writing in early primary school. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2023.102227

Malpique, A., Valcan, D., Pino-Pasternak, D., Ledger, S, & Kelso-Marsh, B. (2023). Shaping children’s handwriting and keyboarding performance: Individual and contextual-level factors. Issues in Educational Research. https://www.iier.org.au/iier33/malpique.pdf

Malpique, A., Valcan, D., Pino-Pasternak, D., Ledger, S., & Merga, M. (2023). Effects of writing modality on K-6 students’ writing and reading performance: A meta-analysis. The Australian Educational Researcher. https://doi.org/10.1007/s13384-023-00676-y

Malpique, A., Pino-Pasternak, D., Ledger, S., Valcan, D., & Asil, M. (2024). The effects of automaticity in paper and keyboard-based text composing: An exploratory study. Computers and Composition. https://authors.elsevier.com/sd/article/S8755-4615(24)00024-0

Valcan, D., Malpique, A, Pino-Pasternak, D., Teo, T. & Asil, M. (2024). The contributions of executive functioning to handwritten and keyboarded compositions in Year 2. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2024.102272

In the news

Malpique, A., & Pino-Pasternak, D. (November, 2023). Write at the start, all kids need to keyboard. EduResearch Matters, AARE. https://blog.aare.edu.au/write-at-the-start-all-kids-need-to-keyboard/

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