To date, there is no clear evidence to support choosing handwriting over keyboarding or vice versa as the modality children should use when they first learn to write. 102 Norwegian first-grade children from classrooms that used both electronic touchscreen keyboard on a digital tablet and pencil-and-paper for writing instruction wrote narratives in both modalities three months after starting school and were assessed on several literacy-related skills. The students’ texts were then analysed for a range of text features, and were rated holistically. Data were analysed using Bayesian methods. These permitted evaluation both of evidence in favour of a difference between modalities and of evidence in favour of there being no difference. We found moderate to strong evidence in favour of no difference between modalities. We also found moderate to strong evidence against modality effects being moderated by students’ literacy ability. Findings may be specific to students who are just starting to write, but suggest that for children at this stage of development writing performance is independent of modality.

迄今为止，没有明确的证据支持选择手写而不是键盘，反之亦然，因为孩子们在第一次学习写作时应该使用这种方式。来自教室的 102 名挪威一年级儿童使用数字平板电脑上的电子触摸屏键盘和纸笔进行写作指导，他们在开始上学三个月后以两种方式书写叙述，并接受了多项与识字相关的技能评估。然后对学生的文本进行一系列文本特征分析，并对其进行整体评分。使用贝叶斯方法分析数据。这些允许评估支持模式之间差异的证据和支持没有差异的证据。我们发现了中等至强的证据，支持模式之间没有差异。我们还发现了中等至强有力的证据，表明学生的识字能力可以调节模态效应。调查结果可能针对刚开始写作的学生，但表明对于处于这个发展阶段的儿童，写作表现与形式无关。