Word processing is often considered an alternative writing mode or test accommodation for students with specific learning disorders who have handwriting difficulties (HD). Therefore, it is important for researchers and educators to understand the difficulties these students may encounter while using this technology. We examined the frequency of keyboarding difficulties (KD; i.e., slow keyboarding) among higher education students with HD, and the underlying functions (language, fine‐motor, and attention) of these disabilities compared to students with only HD. Of the 50 students with HD, 24 percent were found to have KD. This group had significantly lower scores in phonological and orthographic skills, but not in fine‐motor and attention functions, compared to students with HD alone. These results support models suggesting that handwriting and keyboarding share linguistic processes. They also suggest that for students with lower linguistic functions, word processing via keyboarding may not be an effective writing mode, and that these students may require tailored accommodation.

中文翻译：

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键盘困难：手写困难的高中生的频率和特征

对于有特殊学习障碍且有手写困难（HD）的学生，通常将文字处理视为一种替代的写作方式或考试适应。因此，对于研究人员和教育工作者来说，重要的是要理解这些学生在使用该技术时可能遇到的困难。我们研究了具有高清晰度的高等教育学生中键盘障碍（KD；即，缓慢的键盘）的发生频率，以及与仅具有高清晰度的学生相比，这些残疾的基本功能（语言，精细运动和注意力）。在50名患有HD的学生中，有24％被发现患有KD。与单独高清的学生相比，该组在语音和正字法技能方面的得分明显较低，但在精细运动和注意功能方面则没有。这些结果支持的模型表明手写和键盘共享语言过程。他们还建议，对于语言功能较低的学生，通过键盘进行文字处理可能不是一种有效的书写方式，并且这些学生可能需要量身定制的住宿环境。