Nonword learning paradigm comparing typing and handwriting with spelling and nonword-image association tests¶
Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal),q3· 0 of 1 report an effect size · 2 claims rest on one study
Description¶
The study used a paradigm in which participants learned nonwords varying in transcription regularity, each paired with an image, through either typing or handwriting. Learning was tested with spelling and nonword-image association tasks. The article states that "Recorded metrics included accuracy, writing duration during learning and spelling tasks, and reaction time in the nonword-image mapping task." Eighteen Italian middle school students with developmental dyslexia and eighteen age-matched typically developing readers participated.
Design Implications¶
Context¶
Requirements¶
- Nonwords must vary in transcription regularity and be paired with images
- Both a spelling task and a nonword-image mapping task are needed to assess orthographic and semantic learning
Constraints¶
- Evaluated with Italian middle school students, so findings are scoped to that language and age group
Target Learners¶
- middle school students
- students with developmental dyslexia
Learning Goals¶
- orthographic learning
- semantic word-referent association
Claims¶
- Typically developing children benefit from both handwriting and typing when learning novel words [+W]
- Readers with developmental dyslexia show better spelling and nonword-image association performance when novel words are learned through typing rather than handwriting [+W]
Related Designs¶
Examples¶
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Key Sources¶
- Cerni, Tania; Lonciari, Isabella; Job, Remo. (2025). Learning by writing: The influence of handwriting and typing on novel word learning in typically developing readers and readers with dyslexia. LEARNING AND INSTRUCTION. https://doi.org/10.1016/j.learninstruc.2025.102119
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
nonword-typing-handwriting-learning-paradigm |
title |
Nonword learning paradigm comparing typing and handwriting with spelling and nonword-image association tests |
description |
The study used a paradigm in which participants learned nonwords varying in transcription regularity, each paired with an image, through either typing or handwriting. |
status |
review |
generated |
by process:settle-candidates on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — cerni-2025 |
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