A Historical Journey Through the Development of Handwriting Instruction (Part 1): The Historical Foundation

Donica, Denise K.

doi:10.1080/19411241003683904

Cited by 5 publications

(2 citation statements)

References 13 publications

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“…Performance components associated with handwriting include postural control, hand control, and letter/number recognition and formation (Cornhill & Case-Smith, 1996;Shore, 2003). Handwriting is a skill traditionally taught by the teachers in the classroom, but this phenomenon has decreased over the years (Donica, 2010a(Donica, , 2010b. During this decline of classroom handwriting instruction, more studies indicating struggles with handwriting skills have been noted.…”

Section: Components Of Handwriting Skill Acquisitionmentioning

confidence: 99%

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Effectiveness of Handwriting Readiness Programs on Postural Control, Hand Control, and Letter and Number Formation in Head Start Classrooms

Donica

Otr

et al. 2013

Journal of Occupational Therapy, Schools, & Early Intervent

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Section: Components Of Handwriting Skill Acquisitionmentioning

confidence: 99%

“…Throughout the past century, the dynamic tripod grasp has been identified as the gold standard for achieving handwriting proficiency (Donica, 2010a(Donica, , 2010b. This grasp allows for adequate flexion and extension of the muscles to provide the right amount of pressure and tension when holding a writing tool (Ferriell et al, 1999).…”

Section: Hand Controlmentioning

confidence: 99%

Effectiveness of Handwriting Readiness Programs on Postural Control, Hand Control, and Letter and Number Formation in Head Start Classrooms

Donica

Otr

et al. 2013

Journal of Occupational Therapy, Schools, & Early Intervent

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Which to Choose: Manuscript or Cursive Handwriting? A Review of the Literature

Reg.¹,

Cameron²,

Carnahan³

2012

Journal of Occupational Therapy, Schools, & Early Intervent

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The Differential Effects of the Use of Handwriting Without Tears � Modified Gray Block Paper to Teach Two Preschool Students with Developmental Delays Capital Letter Writing Skills

Griffith¹,

McLaughlin²,

Neyman³

et al. 2013

JPSY

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The purpose of this study was to evaluate and measure the effectiveness of Handwriting Without Tears (HWT) modified gray block paper with letter writing on two preschool students diagnosed with developmental delays in pre-academics. Two students were selected from a self-contained special education preschool classroom in the Pacific Northwest. All the students in the classroom were diagnosed with Developmental Delays. The gray block paper intervention was used to teach both students how to write the letters in their first names. In baseline, both students were instructed to, "Write the letters of your name." During baseline, both students were able to write some of the letters in their names. However, both students did so inconsistently and with many errors in orientation and formation of the letters. The final outcomes showed improvement in both students in their ability to write the letters of their name. The gray block paper proved to be an inexpensive and easy to implement technique for instructing students with developmental delays to learn and refine writing the letters of their names. Suggestions for alterations to the study were discussed.

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A Historical Journey Through the Development of Handwriting Instruction (Part 1): The Historical Foundation

Cited by 5 publications

References 13 publications

Effectiveness of Handwriting Readiness Programs on Postural Control, Hand Control, and Letter and Number Formation in Head Start Classrooms

Effectiveness of Handwriting Readiness Programs on Postural Control, Hand Control, and Letter and Number Formation in Head Start Classrooms

Which to Choose: Manuscript or Cursive Handwriting? A Review of the Literature

The Differential Effects of the Use of Handwriting Without Tears � Modified Gray Block Paper to Teach Two Preschool Students with Developmental Delays Capital Letter Writing Skills

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