The influence of writing practice on letter recognition in preschool children: a comparison between handwriting and typing.

By Marieke Longcamp, Marie-Thérèse Zerbato-Poudou, J. Velay. 2005

410 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Generative Continual Concept Learning (2019, background): “This is similar to humans with respect to how they too need practice to generate samples of a concept when they do not have domain knowledge [10].”
Examining the Effects of Preschool Writing Instruction on Emergent Literacy Skills: A Systematic Review of the Literature (2015, background): “Longcamp et al. (2005) concluded that children in the handwriting intervention selected correct responses more often than children in the typing intervention (p < .06), which was more prevalent among older children (mean age = 53.3 months, p < .02).”
Learning Transferable Knowledge Through Embedding Spaces (2019, background): “This is similar to humans with respect to how they too need the practice to generate samples of a concept when they do not have domain knowledge [222].”
Effects of different types of learning on handwriting movements in young children (2010, background): “Longcamp’s work (Longcamp et al., 2003, 2005) suggests that the writing movements themselves play a part in the memorisation, representation and visual recognition of letters and, therefore, emphasises the benefits of motor practice in the acquisition of writing.”
Handwriting in early childhood education: Current research and future implications (2015, positive): “Yet, in early childhood, developing ‘handwriting readiness’ may be beneficial for two reasons: (1) recent evidence suggests that writing by hand in the early years supports the development of reading skills (James and Engelhardt, 2012; Longcamp et al., 2005) and (2) given the association between han”
Associations Between Low-Income Children's Fine Motor Skills in Preschool and Academic Performance in Second Grade (2013, background): “Longcamp et al. (2005) randomly assigned 4-year-old children to one of two word-writing groups.”