Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (M.S.)--Eastern Illinois University. / Includes bibliographical references (leaves 67-69).

Thesis (MApp Sc in Physiotherapy)--University of South Australia, 1995

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (doctoral)-Universität, Bielefeld, 2006. / Includes bibliographical references.

The study involved a total of 60 students with 30 in each of 2 introduction to keyboarding classes, 1 online and 1 face-toace class. The students’ t-test scores were used to determine if statistical differences existed between the two groups at the p < .05 level of significance. This research examined the impact of the mode of instruction: online versus face-toace in keyboarding and its relationship to keyboarding achievement with reference to speed, technique and accuracy. A causal comparative design was used for this study. Data for the research were collected using the skill and technique evaluations of the participants. The techniques of the students were observed by the same teacher and a score was given according to a technique rubric. The instrument used to measure speed and accuracy was a timed writing of 5-minute duration. The beginning speed for the online and face-toace classes did not show any significant difference. The ending speed was higher for the face-toace students than the ending speed for online students. Both the online group and the face-toace group increased their speeds significantly by the end of the study. The beginning technique scores for the face-toace class were significantly higher than the online class. At the end of the study, there was no difference in the technique scores of the online and face-toace class. It appears that technique can be taught in both environments with appropriate instructional materials, media, and teacher direction. The face-toace group made significantly fewer errors than the online group at both the beginning and end of the study. There was a meaningful relationship between technique and accuracy found in this study and a meaningful relationship between technique and speed. This shows that proper technique is indicative of both higher speed and fewer errors. Also, there was a meaningful relationship between GPA and speed and accuracy. It is recommended that schools offer keyboarding online because offering the class online will be meeting the needs of so many.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2003. / Title from title page screen (viewed Sept. 24, 2003). Thesis advisor: Dr. Edward L. Counts, Jr. Document formatted into pages (xii, 206 p. : ill.(some col.)). Vita. Includes bibliographical references (p. 71-76).

This study used the word processor as a tool for written output to examine the effects of an experiential 'Write to Read' program on typing performance, decoding strategies and successive processing in learning disordered children with motor dysfunction. A case history approach was taken in view of the small number of subjects available, and in order to adequately describe each individual's unique and complex cognitive motor profile. Subjects involved in the study were three male students in a Junior Learning Assistance Class in a Lower Mainland British Columbia school district elementary school. Each of the students had a history of poor motor performance, poor handwriting and delayed reading ability. The three subjects were involved in an eight week intervention program which taught keyboarding and word processing techniques using the 'Write to Read' program, a systematic method of training the motor skills required. It was hypothesized that, if the learning disabled student with poor motor skills could use the word processor as an adjunct to handwriting, the improved legibility would facilitate consistent decoding by the student of his own work, reinforcing acquisition of early reading skills. Within the case history format, a theoretical frame of reference based on the simultaneous - successive information processing model was chosen and a limited time series design measured the effects of the intervention on successive processing as determined by a block sequencing task (Das, Kirby and Jarman, 1980). The data was collected for each student and graphed for visual inspection, graphic analysis and statistical analysis. One subject showed a stable and significant intervention effect, and no stable trends or significant results for successive processing were found in the other two subjects. Rates of word processing output increased over the course of the study and the number of errors declined. All subjects made progress in measures of decoding and word analysis. Implications for future research and professional practice were described. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The intent of this thesis is to explore the current views and opinions that elementary school teachers, particularly Kindergarten through third grade teachers, have on the topic of handwriting instruction in their classrooms. Apart from the teachers, the views and opinions of selected Kindergarten through third grade students are also taken into consideration. Due to the advancement of technology and its prevalence in modern day classrooms, many consider handwriting, particularly cursive, a dying art, with keyboarding taking its place. However, research has proven that handwriting provides students with developmental benefits and helps to refine certain motor skills that keyboarding does not. To better understand the views of both teachers and students alike, the research design consists of teacher surveys and student focus groups to provide a better scope of understanding as to how teachers and students view this change in writing. The data is presented in the form of graphs and charts, which are then examined in detail.