Helwig, R., Stieber, S., Tindal, G., Hollenbeck, K., Heath, B., & Almond, P. (2000). A comparison of factor analyses of handwritten and word-processed writing of middle school students . University of Oregon Research Consultation, and Teaching Program. http://www.brtprojects.org/publications

Broken link: http://brt.uoregon.edu/rctp/rctppub/upload/FA-WE.pdf

Two modes of writing presentation were evaluated: paper-and-pencil, and computer. Students had taken a statewide writing test by handwriting compositions that were later transcribed into a computer with a word processor and printed. State trained raters evaluated both the handwritten and the typed papers.

A total of 117 students from seven grade 8 classrooms in three middle schools within two school districts in the western part of Oregon (U.S.) participated. The sample was predominately White with an even split between females and males. Ten students (8%) were receiving special education services, all with learning disabilities (LD). Most students had used computers before.

The compositions were evaluated using a scoring guide that ranged from 1 to 6 in quality. Six traits were scored: ideas-content, organization, voice, word choice, sentence fluency, and conventions.

A series of factor analyses were completed. When analyzed separately, a single factor was identified for each administration: one for handwritten and one for typed. When analyzed together, two factors were found: one for handwritten and one for typed. Factor analyses were performed on the groups: 1) students who did not use spell-checkers, 2) students rated average or below in writing proficiency by their teachers, 3) students rated high by their teachers in writing proficiency, 4) students who were frequent or regular computer users, 5) males and females, 6) those students who hand wrote or word-processed imaginative essays.