This study investigates typing skill acquisition in Japanese children with developmental dyslexia (DD) and other developmental disorders (ADHD, ASD). Given that phonological processing difficulties impair reading and writing, typing may serve as an alternative skill for written expression. Sixty-one students (ages 7-18) participated in five typing tasks, involving both meaningful and nonsense words, typed by reading or listening. Typing performance was analyzed across age groups and between children with and without DD. Results indicated that, while typing fluency improved with age in both groups, children with DD exhibited greater challenges, especially in phonological processing tasks. Listening-based typing tasks showed potential for bypassing decoding issues in children with strong oral comprehension. These findings underscore the importance of early typing skill training for children with DD and suggest listening-based typing as a beneficial support strategy. Future research should explore the impact of combined disabilities on typing skill acquisition.