Understanding Typing Skill in Students With Developmental Disorders

Abstract

Abstract Purpose of Review Typing is an important skill for education and beyond and is often recommended for those with developmental coordination disorder (DCD) and/or specific learning disorder (SLD) when handwriting is a challenge. This review outlines a model of typing to demonstrate the language, perceptual, and motor components involved. It then summarises selected research on typing skill in DCD and SLD. The purpose of the review is to identify current knowledge of typing skill in these groups to enhance understanding and inform future work on assessment, accommodations, and intervention. Recent Findings Thirteen relevant studies, published between 2008 and 2024, were identified. These vary widely in the types of disorder/difficulties studied, participant age, and language. They also include a range of tasks (alphabet writing, writing to dictation, copywriting, compositional writing) and employ different measures of typing. Taken together, they examine aspects of the typed ‘product’ (speed and accuracy), the ‘process’ of typing (efficiency, gaze, and finger movements), and student ‘perceptions’ of typing. Despite the varied groups studied and methods employed, findings are consistent. Most studies report that in groups with developmental disorders, typing is poorer than handwriting, and typing is poorer compared to typically developing peers. Summary The findings have important implications for research and practice. They indicate the need for further research on typing in specific diagnostic groups. They also emphasise the need for practical tools to assess typing performance across a range of tasks. This will aid the identification of typing difficulties and help plan appropriate accommodations and/or intervention.