%0 Journal Article %1 longcamp2005influence %A Longcamp, Marieke %A Zerbato-Poudou, Marie-Thérèse %A Velay, Jean-Luc %D 2005 %I Elsevier %J Acta psychologica %K cognition embodied handwriting learning reading typing writing חומרילימוד %N 1 %P 67-79 %T The influence of writing practice on letter recognition in preschool children: A comparison between handwriting and typing %U https://www.academia.edu/6235603/The_influence_of_writing_practice_on_letter_recognition_in_preschool_children_A_comparison_between_handwriting_and_typing %V 119 %X A large body of data supports the view that movement plays a crucial role in letter repre-sentation and suggests that handwriting contributes to the visual recognition of letters. If so,changing the motor conditions while children are learning to write by using a method based ontyping instead of handwriting should affect their subsequent letter recognition performances.In order to test this hypothesis, we trained two groups of 38 children (aged 3–5 years) to copyletters of the alphabet either by hand or by typing them. After three weeks of learning, we rantwo recognition tests, one week apart, to compare the letter recognition performances of thetwo groups. The results showed that in the older children, the handwriting training gave rise toa better letter recognition than the typing training.

@article{longcamp2005influence, abstract = {A large body of data supports the view that movement plays a crucial role in letter repre-sentation and suggests that handwriting contributes to the visual recognition of letters. If so,changing the motor conditions while children are learning to write by using a method based ontyping instead of handwriting should affect their subsequent letter recognition performances.In order to test this hypothesis, we trained two groups of 38 children (aged 3–5 years) to copyletters of the alphabet either by hand or by typing them. After three weeks of learning, we rantwo recognition tests, one week apart, to compare the letter recognition performances of thetwo groups. The results showed that in the older children, the handwriting training gave rise toa better letter recognition than the typing training.}, added-at = {2018-12-28T10:04:49.000+0100}, author = {Longcamp, Marieke and Zerbato-Poudou, Marie-Thérèse and Velay, Jean-Luc}, biburl = {https://www.bibsonomy.org/bibtex/28130cee9fb28a12ea4a790a63835e5e8/yish}, interhash = {c605120d47ec063bd8df50be0c7e306f}, intrahash = {8130cee9fb28a12ea4a790a63835e5e8}, journal = {Acta psychologica}, keywords = {cognition embodied handwriting learning reading typing writing חומרילימוד}, number = 1, pages = {67-79}, publisher = {Elsevier}, timestamp = {2018-12-28T10:04:49.000+0100}, title = {The influence of writing practice on letter recognition in preschool children: A comparison between handwriting and typing}, url = {https://www.academia.edu/6235603/The_influence_of_writing_practice_on_letter_recognition_in_preschool_children_A_comparison_between_handwriting_and_typing}, volume = 119, year = 2005 }