The letter writing test was administered at all three time points of assessment (T1, T2, T3). Furthermore, we expected that handwriting training (pencil or stylus) fosters development of visuo-spatial skills in contrast to keyboard training. As visuo-spatial skills (T1) and letter reading performance (T1) were not yet available at the time of matching, these variables were considered as further control variables. Mentally retarded teenage males (aged 12.7–14.11) developed faster and more accurate writing after typing than after handwriting training (However, when comparing handwriting with typing, not only the easiness of the motor programs, but also their potential to support letter and word knowledge must be considered (Such interactions between action and perception are important elements of embodied or grounded cognition theories. In one of the schools, there were enough iPads for every student to use one. This study was carried out in accordance with the recommendations of the ethics committee of Ulm University. These steps were done, until the word was completed.In the word writing task, the trainer pronounced the word slowly and repeated it three times. The digital learning environment MaiKe has been developed to foster mathematical competencies in kindergarten. Ob diese positiven Beispiele nun dem Engagement der pädagogischen Fachkräfte geschuldet sind, die sich mit dem kreativen und spielerischen Potenzial derartiger Wissensvermittlung auseinandersetzen, oder tatsächlich dem Medium Tablet und speziellen Apps, sei dahin gestellt.

In another school, there were 23 iPads and the students shared them. The four letters were briefly repeated at the beginning of the second week before the next new letter was introduced. These letters were very easy and already familiar to many children (L, A, S, E).

im Kindergarten Gehören Tablets schon in den Kindergarten? Children, who had an idea of how to pronounce the word, raised their hand and were called by the trainer. (iv) Although a relatively large set of 16 letters was trained in the present study, potential variation in the dependent measures of the word reading and writing tasks as well as their reliability was quite low, because only a few words could be tested in this strenuous and time-consuming task for these young children. The children had to write or to type the spoken word. To increase the statistical power, these correlations were calculated within the entire sample collapsed across the three groups. For this purpose the trainer and the children tried together to hear every single letter out of the word. As can be seen in The present intervention study investigated the influence of the writing tool during early literacy training on reading and writing performance at the letter and word level in a comparatively large sample of kindergarten children. However, to get a more detailed picture how letter and word knowledge acquired with a specific writing tool is expressed, when using a different writing tool, the keyboard group could write in a future study with pencil or stylus and vice versa. These steps was done for every letter of the word. Reading in the Digital Age: The Impact of Using Digital Devices on Children’s Reading, Writing and Thinking Skills Depending on the tests, there were up to three time points of assessment: Performance data were collected before the training (=T1), immediately after the end of the 7-week training (=T2) and 4–5 weeks after the end of the training (=T3).In the letter recognition task, four characters were shown to the children of all training groups on a tablet screen (see The child was presented with audio recordings of the letter read aloud in its phonetic form by a female voice.

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