Peer-reviewed research

A Comparison of Two Keyboarding Instruction Methods Over 2 Years for Elementary Students

Denise K. Donica et al., The Open Journal of Occupational Therapy, vol. 9, no. 3, 2021

Read on October 16, 2026

What it is: A two-year comparison in elementary schools of two ways to teach keyboarding: a structured commercial program used for both years, and free web-based activities in the first year followed by the structured program in the second. Speed, accuracy and technique were measured at the start and end.
How much weight it carries: Peer-reviewed open-access journal. The study is quasi-experimental, not randomized, and tests two specific programs rather than teacher-led instruction in general. Its results are relevant to the age question but do not settle the best starting age.

Facts taken from this source

In a two-year study of elementary pupils, both keyboarding approaches improved speed and accuracy, with the structured program giving stronger gains in second to fourth grade.
“The results showed significant improvements in keyboarding speed and accuracy in both groups for all grades favoring the KWT in second, third, and fourth grade.” (Abstract, Results)
The study concluded that the structured keyboarding program gave stronger outcomes when used over two consecutive years, especially from first grade to fourth grade.
“stronger outcomes from those using KWT over 2 consecutive years, especially beginning in first grade and ending in fourth grade” (Abstract, Conclusion)
In the two-year elementary keyboarding study, one group used free web-based activities in the first year and the structured program in the second.
“the other group used free web-based activities the first year and Keyboarding Without Tears the second year” (Abstract, Method)
One group in the two-year elementary study used the structured program in both years and had 592 participants.
“One group used Keyboarding Without Tears (KWT; N = 592) both years while the other group used free web-based activities the first year” (Abstract)

Peer-reviewed research

Denise K. Donica et al., The Open Journal of Occupational Therapy, vol. 9, no. 3, 2021

Read on October 16, 2026

What it is: A two-year comparison in elementary schools of two ways to teach keyboarding: a structured commercial program used for both years, and free web-based activities in the first year followed by the structured program in the second. Speed, accuracy and technique were measured at the start and end.
How much weight it carries: Peer-reviewed open-access journal. The study is quasi-experimental, not randomized, and tests two specific programs rather than teacher-led instruction in general. Its results are relevant to the age question but do not settle the best starting age.

In a two-year study of elementary pupils, both keyboarding approaches improved speed and accuracy, with the structured program giving stronger gains in second to fourth grade.
“The results showed significant improvements in keyboarding speed and accuracy in both groups for all grades favoring the KWT in second, third, and fourth grade.” (Abstract, Results)
The study concluded that the structured keyboarding program gave stronger outcomes when used over two consecutive years, especially from first grade to fourth grade.
“stronger outcomes from those using KWT over 2 consecutive years, especially beginning in first grade and ending in fourth grade” (Abstract, Conclusion)
In the two-year elementary keyboarding study, one group used free web-based activities in the first year and the structured program in the second.
“the other group used free web-based activities the first year and Keyboarding Without Tears the second year” (Abstract, Method)
One group in the two-year elementary study used the structured program in both years and had 592 participants.
“One group used Keyboarding Without Tears (KWT; N = 592) both years while the other group used free web-based activities the first year” (Abstract)