What the Research Shows About Keyboarding...
  • Without keyboarding instruction, students in the upper elementary grades will keyboard at half the rate (5 wpm) at which they write with a pencil or pen (7 to 10 wpm.) Wetzel, 1985
  • The average typing rate of untrained 3rd to 6th graders is 4.5 wpm. Stoecker, 1985
  • Keyboarding instruction... used in the context of language arts skills development... assumes that keyboarding is a means to an end and therefore, should be introduced as students begin word processing and other communicative computer activities. Communikeys, MECC, 1989
  • A child can learn by touch if his/her maturity level is at least that of an average third grader. The level of an individual's concentration appears to be the only limiting factor. USNY/NYSEC, 1986
  • Insufficient time allotted to keybooarding instruction will lead to failure to achieve automaticity. Balajthy, 1988
  • For touch typing to be useful, the process must become automatic and students must reach a speed at least equivalent to their handwriting speed. Balajthy, 1988
  • Students will regress in keyboarding skills learned if they do not utilize these new skills on a consistent basis. Wezel, 1985
Reality Says:
  • Keyboarding taught in primary grades can be successful
    • Psychomotor requirements of typing are simpler than handwriting, especially at beginning stages. Balajthy, 1988
  • Keyboarding helps children in primary grades learn more efficiently
    • Students will write more, become more effective in writing and editing, take more pride in their work, gain confidence in themselves and their writing abilities, and are more tolerant of peer editing
    • Studies report improvement in reading comprehension, spelling, punctuation skills, and hand-eye coordination without loss in handwriting skills.




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