dc.contributor.author | Gamlem, Siv Therese Måseidvåg | |
dc.contributor.author | Rogne, Wenke Mork | |
dc.contributor.author | Rønneberg, Vibeke | |
dc.contributor.author | Uppstad, Per Henning | |
dc.date.accessioned | 2023-01-03T14:16:38Z | |
dc.date.available | 2023-01-03T14:16:38Z | |
dc.date.created | 2020-10-05T09:48:23Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | Nordic Journal of Literacy Research. 2020, 6 (2), 25-41. | en_US |
dc.identifier.issn | 2464-1596 | |
dc.identifier.uri | https://hdl.handle.net/11250/3040719 | |
dc.description.abstract | This protocol article presents the project “DigiHand: The emergence of handwriting skills in digital classrooms.”1 The project is a longitudinal natural experiment investigating how the use of different writing tools influences students’ handwriting and letter knowledge, word reading, spelling, written narrative composition and teacher–student interactions in Grades 1 and 2 (students aged 6 years in Grade 1). Participants are 33 schools (n = 585 students) representing three occurring conditions for learning writing skills in early years. Students in these conditions either (1) learn to write on a tablet while postponing handwriting, (2) learn both to handwrite and write on a tablet or (3) learn to handwrite. Effect analyses are conducted on four main domains of measures: (i) students’ letter knowledge, spelling competence and word reading competence; (ii) students’ handwriting fluency; (iii) students’ ability to write narrative compositions; (iv) quality of teacher–student interactions. This protocol describes the background, design and pre- and outcome measures for the research project. | en_US |
dc.language.iso | eng | en_US |
dc.title | Study protocol: DigiHand – the emergence of handwriting skills in digital classooms | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.source.pagenumber | 25-41 | en_US |
dc.source.volume | 6 | en_US |
dc.source.journal | Nordic Journal of Literacy Research | en_US |
dc.source.issue | 2 | en_US |
dc.identifier.doi | 10.23865/njlr.v6.2115 | |
dc.identifier.cristin | 1836958 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |