Sign up & Download
Sign in

Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers.

by Steve Graham, Karen R. Harris, Barbara Fink
Journal of Educational Psychology ()

Abstract

The contribution of handwriting to learning to write was examined in an experimental training study involving beginning writers with and without an identified disability. First-grade children experiencing handwriting and writing difficulties participated in 27 fifteen-min sessions designed to improve the accuracy and fluency of their handwriting. In comparison to their peers in a contact control condition receiving instruction in phonological awareness, students in the handwriting condition made greater gains in handwriting as well as compositional fluency immediately following instruction and 6 months later. The effects of instruction were similar for students with and without an identified disability. These findings indicate that handwriting is causally related to writing and that explicit and supplemental handwriting instruction is an important element in preventing writing difficulties in the primary grades.

Cite this document (BETA)

Readership Statistics

40 Readers on Mendeley
by Discipline
 
 
 
by Academic Status
 
23% Ph.D. Student
 
20% Doctoral Student
 
18% Student (Master)
by Country
 
10% United States
 
3% Italy
 
3% Australia

Sign up today - FREE

Mendeley saves you time finding and organizing research. Learn more

  • All your research in one place
  • Add and import papers easily
  • Access it anywhere, anytime

Start using Mendeley in seconds!

Already have an account? Sign in