In today’s fast-paced digital world, keyboard-based writing has become a key component of daily communication, with students engaging in keyboarding early in their school trajectories. Nonetheless, there’s a lack of systematic studies investigating individual-level factors impacting keyboard-based writing and relationships with the writing instruction typically provided in primary school settings. Using multilevel modelling the current study examined student-level predictors of keyboard-based writing quality and fluency in Year 2 Australian children (N = 544), including keyboarding automaticity, spelling, reading skills, executive functioning, writing attitudes, gender; and classroom-level (N = 47) variables predicting keyboard-based writing, such as teachers’ preparation and instructional practices for writing. Results revealed that keyboarding automaticity, spelling, word reading, general attitudes toward writing, and gender were uniquely related to compositional quality. Keyboarding automaticity, word reading, and gender were also uniquely related to compositional fluency. Results also showed that female students outperformed their male peers in keyboarding automaticity, compositional quality and fluency, but also on attitudes toward writing and reading comprehension. For classroom-level factors, findings showed time teaching keyboarding positively related to compositional fluency and time teaching handwriting negatively related to compositional quality and fluency. Interactions were also found between gender and time teaching keyboarding, teaching revision and planning strategies, and specific student-level factors. The novel findings from this study suggest that, to support Year 2 students’ keyboard-based writing, attention must be placed on multiple components predicting students’ writing performance.

在当今快节奏的数字世界中，基于键盘的写作已成为日常交流的关键组成部分，学生在上学的早期就开始使用键盘。尽管如此，仍然缺乏系统的研究来调查影响键盘写作的个人因素以及与小学环境中通常提供的写作教学的关系。当前的研究使用多层次模型，检验了澳大利亚二年级儿童（N = 544）基于键盘的写作质量和流畅性的学生水平预测因素，包括键盘输入自动化程度、拼写、阅读技能、执行功能、写作态度、性别；以及预测基于键盘的写作的课堂水平（N = 47）变量，例如教师的写作准备和教学实践。结果显示，键盘输入的自动化程度、拼写、单词阅读、对写作的一般态度和性别与作文质量有着独特的相关性。键盘输入的自动化程度、单词阅读能力和性别也与作文流畅性有独特的相关性。结果还显示，女学生在键盘输入自动化程度、作文质量和流畅性以及对写作和阅读理解的态度方面都优于男学生。对于课堂层面的因素，研究结果表明，键盘输入教学时间与作文流畅度呈正相关，而书写书写教学时间与作文质量和流畅度呈负相关。还发现性别和键盘输入教学时间、教学修订和规划策略以及特定学生水平因素之间存在相互作用。