Computers for writing

I have read several posts and articles lately about how cursive is on its way out and keyboarding is on its way in at younger ages. It is an interesting debate.

Being able to legibly handwrite seems like it should be a basic skill for everyone. However, I do know for many of my students, that goal may never be attained. With those with dysgraphia or fine motor weaknesses, legible handwriting just may not be a reasonable goal.

In relation to cursive, there are several schools of thought. One local independent schools requires their students to completely use cursive by third grade, while other schools are phasing cursive instruction completely out. Those in the field of Orton-Gillingham general feel that cursive handwriting can support decoding skills by mimicking the connection of sounds. Does cursive still have a place?

The comes word processing. I personally am a much better writer when I type, as was duly noted by a professor in graduate school. It allows for my ideas to flow much more clearly, as well as provides for fast and easy editing. In writing classes, I have utilized word processing units such as AlphaSmarts and Fusions. These have opened the door for several of them to express their ideas with greater ease and no distractions of other programs. Taking away the physical task of handwriting is all that was needed to allow them to fluidly develop their writing compositions. Some devices additionally can provide audio feedback directly to the student which gives them increased control in the process. Computer programs, additionally, allow for easier editing, and visual support for when errors are made, as well as easy access to dictionaries and thesauruses to build word choice.

However, as I worked with a group of students recently, I saw how at young ages, the use of word processing could actually hinder the process. The act of typing slowed them down as they were unfamiliar with key placement; so not only were they sounding out words, they were trying to find keys. When given audio feedback through read-backs, or visual feedbacks with underlined errors, they were caught up fixing the error immediately rather than continuing with idea development. With older students, I have seen that the bells and whistles of fonts, colors, and other easily accessed programs at their fingertips can provide an easy distraction to those with a propensity to move off task.

That all being said, there are wonderful ways to account for these difficulties and make computers are wonderful tool for students. For younger students, I feel, handwriting drafts is still a crucial point of development, if reasonable for that student. Having students fully write out initial brainstorms and drafts, then using word processing for final drafts ensures that they do not get caught up with the typing skill at the expense of idea development. For older students, establish set standards for typed pieces such as font size and color. We generally utilize 12 point Times New Roman font so there is no need to play with those tools. Additionally, dictation software is a wonderful choice for many students for whom both handwriting and typing are a difficulty.

So should it be print, cursive or keyboarding? Each student will thrive with one and not with another, and all tools should be taught and experienced so that when the student chooses what is their best mode for communicating in writing, they have a full set of skills to choose from.