The Influence of Typewriting on Selected Language Arts Skills and Motor Development of the Educable Mentally Handicapped, Volume I. Final Report [electronic resource] / Sister Mary Paulette Gladis.
To determine the influence of typewriting on selected language arts skills and motor development of the educable mentally retarded (EMR), the study investigated the academic achievement of such students in reading, vocabulary, spelling, and in motor skill development resulting from the use of the ty...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1970.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED046170 | ||
| 100 | 1 | |a Gladis, Sister Mary Paulette. | |
| 245 | 1 | 4 | |a The Influence of Typewriting on Selected Language Arts Skills and Motor Development of the Educable Mentally Handicapped, Volume I. Final Report |h [electronic resource] / |c Sister Mary Paulette Gladis. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1970. | ||
| 300 | |a 152 p. | ||
| 500 | |a ERIC Document Number: ED046170. | ||
| 500 | |a Sponsoring Agency: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: OEG-0-70-1220(607). |5 ericd. | ||
| 500 | |a ERIC Note: Doctoral Dissertation, University of North Dakota. |5 ericd. | ||
| 520 | |a To determine the influence of typewriting on selected language arts skills and motor development of the educable mentally retarded (EMR), the study investigated the academic achievement of such students in reading, vocabulary, spelling, and in motor skill development resulting from the use of the typewriter and specially prepared typewriting materials. Control and experimental groups consisted of 30 EMR students each. For 8 weeks students were taught touch typewriting, then for 20 weeks received instruction in language arts skills in addition to regular reading lessons. The experimental group completed the programed exercises on electric typewriters, while the control group completed them by writing with pencil or pen. Pre- and posttests were administered. Adjusted mean scores of the experimental group were higher in reading, spelling, and in 10 of the 14 motor development subtests (in two of which statistical significance was attained). No significant differences in vocabulary performance were noted. Positive attitudes toward typewriting were observed to be strong. Appendixes are contained in Volume II (EC 031 255). (KW) | ||
| 650 | 0 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 1 | 7 | |a Exceptional Child Research. |2 ericd. |
| 650 | 1 | 7 | |a Language Arts. |2 ericd. |
| 650 | 0 | 7 | |a Language Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Mental Retardation. |2 ericd. |
| 650 | 1 | 7 | |a Mild Mental Retardation. |2 ericd. |
| 650 | 1 | 7 | |a Motor Development. |2 ericd. |
| 650 | 0 | 7 | |a Reading Skills. |2 ericd. |
| 650 | 0 | 7 | |a Spelling. |2 ericd. |
| 650 | 1 | 7 | |a Typewriting. |2 ericd. |
| 650 | 0 | 7 | |a Vocabulary Development. |2 ericd. |
| 710 | 2 | |a University of North Dakota. | |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED046170 |h Other scheme |i web |n 1 |