The development of handwriting quality and speed of 407 primary school children was followed from Grade 1 to Grade 5 in a longitudinal experiment. Performance was analyzed to enquire into the extent and bases for handwriting dysfunction. 27% of the children were classified as dysfunctional at the end of Grade 1. At the end of Grade 5 only 13% were so classified. Most children have adequate perception and motor abilities to develop functional handwriting. Dysfunction of handwriting speed can usually be traced to dysfunction of its quality. Dysfunction of quality can be traced to insufficient individualization in the primary instruction in handwriting which leads to a mismatch between the time allocated to teach certain letters to certain children and the time required for these children to learn the form of these letters.

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The ratio DT/ mu between the transverse diffusion coefficient and the mobility has been measured for Li+ ions in He at 295K and for 5

A new approach to the calculation of ion swarm parameters has been developed, based upon a Kramers-Moyal expansion of the Boltzmann collision integral, and has made it possible to avoid the convergence problems associated with the so-called two-and three-temperature theories. The new approach has been used, together with new experimental data, to investigate the 'Li+-He and 'Li+-Ar systems. For the 'Li+-He system, excellent agreement is found between the experimental data and data calculated from a recent ab inirio potential. For the 'Li+-Ar system, a similarly good agreement is found when the best available ab initio potential is modified in a direction indicated by theoretical considerations.

Correlations among letter naming, word reading, letter writing, and visual-motor integration scores at school start in Grade 1 and reading, spelling, and handwriting scores at the end of Grades 2 and 5 obtained in a longitudinal design for 217 boys and 190 girls entering Grade 1 at the age of 7 years are reported. The correlations between letter naming, word reading, and letter writing and reading and spelling in Grades 2 and 5 fall in the ranges .51 < or = r < or = .62 and .43 < or = r < or = .50, respectively (alpha = .01). For all other correlations (r < .40) alpha = .01.