Computerised assessment of handwriting and typing speed Joanna Horne, Jonathan Ferrier, Chris Singleton & Caroline Read Tihs fer errs om few sfitirs asing compurterhereel dirtoteom taruks fou oneaivuringe speed af typing ened heamdarriting. tn the first study, 952 students aged If wo £7 years atuending 19 differnt secemelary schewls hand aerate inal oped passages dictate? by computer For dotk hamdomting and eyping, @ evry high veorefanion war found Beker speed calculated thy the computer aud that salrmlated iy x Auman Hsessor sstablsking shat computerised calulation is a mliahle as well as comernient and timesoring wthout of tedteiking writing xpeett, There wen gorater ageseladed gains im yard of fypemg compare with ‘Ranafacriding and yreader variation in tying shill than handwriting shall However, amex! half of sfudrmts th sw Aaron (Below standard iraae #5) wets Yow te ave average ar deter bya spore In the second! atualy, $4 sdeudemts aprd 13 tor 14 years reer qulministered these tawks hogether with the Hedideviey Sentence Coupletion Tint of Aeamduviting sper Beupite the elon differences between dhe tw test formats, a significant wondercie level af earretation: vons found betwen thea (r=02.54), Almont onethend of ttuddents toith slow Aancheriling an the computerdased toxk hau! not previously bven dleitified as heim sapport neeils bid would potentially be diedeantaged im writien examinations, My eliminating the ‘thinking’ time smvedued in fiee uniting, compucerised dictation tasks give user” measures hich eam sevend Miysical Kanidnniting and/or typing problems. They aie ciswulate cuamination srquinements amore classy than mechanical repetitive tests of woniting xpend. and should br particudarty helpful iw establishing rohether Mudewls reed decers arrangements im examinations. Kipworis: aisement; handannting yperd, oypemg spend: across arrangeacats; computers ESFITE the widespread use of 2005 Theng & Cermak, 199%; Teng & Chow, computers in schonks, the majerity of SouMCIES still write by hand rather than using a keyboard, Children spend ‘31 to 60 per cent of their school day engaged in ng tasks (McHale de Cermak, 19002) ind consequently hancheriting ability Vetnains an important factor im learning aed ssessinernt, Handwriting is 4 complex perceptual. motor skill that es vulnerable toa wide variety of dydunctions, including weak fine meter comtrel, poor finger, problems with timing of movements, difficulties im integrating viswal and kinace- thetic information, inadequate pen grip and limitations of attention (Corahill & Case. Smith, 190%; Exner 1980; Feder Majnemer, M07; Karkelottir & Stefamwom, 2om8 Macland, 1902; Malley-Miller, Polataijie & Anse ‘Schoemuker et al. 3000), All these factors comtribate to the speed as welll as the legibility of handwriting (Volman, van Schendel & Jongrmans, 2006 and both components have heem show ter have a wider impact on educational a ment threnghout schooling and on i higher education (Be LYOR; Henninger, Mizoikermt & Bragg. 1) Connelly et al, 2006; Dockrell & Barnett, 2005; Graham, Harris & Fink, 2000; Jones & Christensen, 1999; Roof, 108). Prevalence cof handwriting difficulties varies from five Per cemt ia 27 per cent of schoalage children, depending on age and method af ascoment ined (Abion, 1985; Hamsirs- Bletz & Bhite, 1995: Karitottir & Stefanaon, ‘2002, Morland, 1992; SmiteEngebman ‘Van Galen, 1997), However, integration of visual and mote [commonly assorlated with dyslexic and 52 Educational & Chitd Prychalogy Vol 28.No. 2 © The Briaieh tNweAologivat Soviety, 201]