Have you ever watched your child copy a passage on the computer and thought, “They’re actually quite good at typing!”
But then ask them to write a paragraph about what they did at the weekend and everything seems to slow down.
Suddenly there are lots of pauses, corrections and perhaps a rather frustrated child staring at a blank screen.
It’s something I come across regularly when teaching children to touch type. And there’s a very good reason why copying text and writing your own ideas can produce such different results.
Copying text and composing your own writing are actually two very different skills.
Why Is Copy Typing Easier Than Writing Your Own Ideas?
When a child is copying a passage, much of the thinking has already been done for them.
The words are there. The spelling has been worked out. The sentences have been constructed and the punctuation is already in place.
Their job is to read the text and type it.
Of course, they still need to locate the correct keys and type accurately, but they don’t have to decide what to say.
Now imagine asking that same child to write a story, answer a question or explain something they’ve learnt at school.
This time, they need to think about what they want to say, find the right words, organise their sentences, remember their spelling and punctuation and somehow get all of that onto the screen.
That’s quite a lot more to think about!
And if they also have to keep looking down at the keyboard to find letters, there’s even more going on.
The Role of Working Memory
Working memory is rather like a temporary holding space in our brains.
It allows us to hold information in mind while we’re doing something with it.
For example, a child might think of a sentence they want to write. They need to remember that sentence while typing the words, checking the spelling and perhaps deciding what comes next.
But working memory has its limits.
Imagine your child has thought of a brilliant sentence. They start typing, pause to look for a letter, correct a spelling mistake and then look back at the screen.
And suddenly they’ve forgotten what they wanted to say!
It’s not necessarily that they couldn’t think of an answer. The difficulty may be holding onto that thought while managing everything else.
This can be particularly challenging for some children with dyslexia, ADHD or working memory difficulties.
And it’s one of the reasons why learning to touch type can be so helpful.
Research supports this too. A 2025 report from Ofqual, Making Sense of Mode Effects, explains that when typing becomes more automatic, it places fewer demands on working memory, leaving more mental capacity for thinking, planning and composing written answers.
It’s another good reason to help children develop confident keyboard skills rather than simply expecting them to work things out for themselves.
Where Touch Typing Comes In
When a child first starts learning to touch type, they have to think carefully about every finger movement.
Which finger do I use? Where is that letter? Do I move up or down?
At Type IT!, we use lots of different techniques to help children remember their keys, including our rather unusual Memory Words!
But with regular practice, those finger movements gradually become more familiar.
Eventually, a child can begin typing without consciously thinking about where every individual letter is located.
And that’s when things can start to change.
Instead of concentrating so much on the keyboard, they have more attention available for the words and ideas they want to express.
The aim isn’t just to type faster. It’s to make typing require less conscious effort.
Why Good Typing Test Results Don’t Always Translate Into Everyday Writing
When our students complete their typing tests, they’re usually copying text that’s already on the screen, just as they would with most typing programs.
And they often do really well! We see some fantastic typing speeds and accuracy scores.
But there’s quite a difference between copying a passage and having to think of something to write yourself.
When children start creating their own stories or answering questions, their typing speed will often drop. Suddenly, they’re having to think about what they want to say as well as remembering all those new finger movements they’ve been practising.
And that’s perfectly normal.
It’s why, at Type IT!, we don’t just rely on typing tests.
We also use additional activities and programs that encourage children to practise more realistic typing tasks, including creating and typing their own stories.
This gives them the opportunity to start putting their new touch typing skills into practice while concentrating on their own ideas.
Initially, they may find themselves slowing down or slipping back into old habits, particularly looking at the keyboard.
But with practice and encouragement, they begin to consolidate those new skills. The finger movements become more familiar, their confidence grows and their typing becomes more fluent.
Their speed generally improves too, although it takes time.
After all, the aim isn’t simply to get a great score on a typing test. It’s to be able to use those skills confidently when writing an essay, completing homework or working in the classroom.
Does That Mean My Child Will Automatically Become Better at Writing?
Not necessarily, and I think this is an important distinction.
Touch typing doesn’t teach children how to construct sentences, organise an essay or improve their vocabulary.
Those are separate skills which need to be developed too.
But if a child is already finding written work difficult, having to search for letters on a keyboard adds another challenge.
Learning to touch type can help remove some of that additional effort.
Think of it as taking away one obstacle rather than solving every writing difficulty.
For a child who has plenty of ideas but struggles to get them onto the page, that can be particularly valuable.
Why This Matters for Children With Additional Learning Needs
We teach lots of children at Type IT! who have dyslexia, dyspraxia, ADHD or other learning differences.
For some, handwriting is physically difficult or tiring. For others, spelling, working memory or concentration can make written work particularly challenging.
A laptop can be a wonderful tool, but only if the child can use it comfortably and confidently. (My Child Has Been Given a Laptop at School)
If they’re constantly searching for letters, correcting typing mistakes or looking down at their hands, that’s another demand on their attention.
This is why we take a structured approach to teaching touch typing.
Some children need smaller learning steps, more repetition or additional visual reminders to help them remember where the keys are.
Others pick up the finger movements fairly quickly but need more time to use those skills consistently when completing their own writing.
Every child is different.
And importantly, we don’t expect children to become fluent touch typists overnight.
It takes patience, encouragement and regular practice, particularly when they’re learning to replace old typing habits with new ones.
A Simple Exercise to Try at Home
If you’re curious about how your child manages these two different tasks, here’s something you can try.
First, try a copying exercise.
Give your child a short paragraph that’s appropriate for their age and ask them to copy it onto the computer.
Watch how they type. Are they looking at the keyboard? Are they using the correct fingers? Do they type fairly smoothly or stop frequently?
Next, try a creative writing exercise.
Ask them to write a few sentences about something familiar, perhaps their favourite hobby, a recent holiday or what they did at the weekend.
Don’t worry about timing them. Just observe what happens.
Do they find it easy to get started? Do they pause to think or are they constantly searching for letters? Do they lose their train of thought?
You might notice quite a difference between the two activities.
And remember, a slower speed when composing doesn’t automatically mean there’s a typing problem. Writing your own ideas naturally takes more thought.
What we’re interested in is whether the physical act of typing is getting in the way of what your child wants to say.
How Can We Help Children Transfer Their Touch Typing Skills Into Everyday Writing?
Learning where the keys are is only the beginning.
Once children have learnt the correct finger movements, they need opportunities to use those skills in different situations.
At Type IT!, we encourage children to build accuracy first rather than rushing to type as quickly as possible.
As they become more confident, we introduce activities that help them apply their skills beyond traditional typing exercises.
This might involve typing their own stories, answering questions or writing about something that interests them.
And yes, their typing might be slower at first!
That’s because they’re now combining two skills: thinking about what they want to write and using their newly learnt keyboard movements.
But as they practise, those movements become more automatic and they become better at managing both tasks together.
Short, regular practice sessions are particularly valuable. Even 10 to 15 minutes at a time can make a difference when children practise consistently.
The important thing is to keep reinforcing good habits, particularly using the correct fingers and avoiding the temptation to look down at the keyboard.
It’s Not Always About How Fast They Type
One of the things I love about teaching touch typing is seeing children gradually stop concentrating on their fingers and start concentrating on what they’re actually doing.
Of course, it’s lovely when a student reaches 30, 40 or even 50 words per minute on a typing test.
But speed isn’t the whole story. (What Is a Good Typing Speed for a Child?)
For me, the real achievement is seeing children transfer those skills into their everyday writing, without constantly looking down at their hands or worrying about which finger to use.
That’s when touch typing really starts to make a difference.
Because ultimately, we don’t just want children to be good at typing. We want typing to help them communicate what they know.
Could Your Child Benefit From Touch Typing Lessons?
At Type IT!, we teach children of all abilities, including those with dyslexia, dyspraxia, ADHD and other learning differences.
Our structured touch typing courses help children develop accurate, confident keyboard skills at their own pace, with guidance and encouragement from experienced tutors.
And because we know that typing tests aren’t the same as everyday writing, we also help children practise applying their new skills to more realistic tasks.
If your child can copy text quite quickly but struggles to get their own ideas onto the screen, learning to touch type could be a useful part of the solution.
Find out more about our touch typing courses for children or get in touch if you’d like some advice about where to start.