Keyboarding and visual-motor skills in elementary students: a pilot study.

UNLABELLED: With the increased integration of technology in public school settings, occupational therapists have utilized computers in their role as related special education service providers. Although computers are used as an intervention tool, no studies have documented the efficacy of computer training on functional skills in students. PURPOSE: The purpose of this pilot study was to investigate the effect of a structured keyboarding (typing) program on visual-motor (eye-hand coordination) and written communication skills in children enrolled in second grade public school classrooms. METHOD: Sixty-six children participated in the study. Thirty-two children received typing instruction on a daily basis for eight months and thirty-four students served as control children receiving no formal instruction. RESULTS: RESULTS of a mixed ANOVA with repeated factor showed a significant difference in visual-motor abilities in students who received keyboarding instruction as compared to control children. In addition, average typing speeds approached handwriting speeds at this grade level. These preliminary results support the use of keyboarding as a compensatory handwriting approach in the classroom. Further investigation of the use of keyboarding for students with milder disorders such as learning disabilities is recommended.