Examining the Relationship Between Reading Comprehension and Keyboarding Ability

Abstract

In order to help children reach the optimum skill level in typing, this study will examine the relationship between reading skill level and keyboarding abilities of children in kindergarten through second grade. There is a gap in the existing research on the topic of the specific relationship between reading comprehension abilities and keyboarding skill level. Therefore, the results that are found through this study will be imperative to improving and expanding this area of research. In the findings of this research, the interpretation of the kindergarten score’s correlation is negligible, possibly due to the small range of the typing test scores. Overall, the second grade results had the strongest correlation between reading comprehension abilities and keyboarding skill level, particularly among the average students. The variance in number of participants for each subgroup of the first and second grade levels possibly impacted the analysis of the data. Though there appears to be a possible relationship between the reading comprehension abilities of the students and their keyboarding skill levels, the correlation is so small and inconsistent across all three age groups that we cannot confidently predict that keyboarding skills are based on reading level.