A review of handwriting research: Progress and prospects from 1980 to 1994

Graham, Steve; Weintraub, Naomi

doi:10.1007/bf01761831

Cited by 306 publications

(308 citation statements)

References 162 publications

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“…As such, the faster the writing speed, the better the spelling and text performance. This observation concurs with Graham and Weintraub (1996) who note that when writing speed is not fast enough, children forget their ideas before they can write them, which, in turn, has a negative impact on text production. By writing faster, children thus appear to automate the graphomotor aspect of spelling information, which is a crucial element in the development of writing skills (Berninger & Swanson, 1994).…”

Section: Discussion Graphomotor Skills and Written Productionsupporting

confidence: 89%

The Effects of Manuscript, Cursive or Manuscript/Cursive Styles on Writing Development in Grade 2

Morin

Lavoie

Montésinos‐Gelet

2012

L & L

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In the research area of writing development, an increasing number of researchers suggest that graphomotor skills could be much more important than they appear to be (Christensen, 2009). Few researchers have studied the link between handwriting and teaching practices, despite the fact that some studies indicate its importance (Graham, 2010). The general objective of this study is to explore the relationship between different handwriting styles and the development of writing skills among 715 children in Grade 2. Generally, our results show that the three handwriting styles (manuscript/cursive, manuscript, and cursive) have different effects on writing development (speed, quality, word production, and text production). Handwriting and Text ProductionBased on Hayes and Flower's model (1980), written production supposes three cognitive processes: planning (generating ideas and setting goals), translating (transcribing ideas into written text), and revising (rereading the text to improve clarity of idea expression). Further, Berninger and Swanson (1994) adapt this model to text production among younger writers. They describe two processes for translation: text generation, which occurs at different levels of language, and transcription, which includes handwriting (letter production) and spelling (word production).The emergence of cognitive psychology studies in the area of writing learning has brought to light the fact that the development of handwriting skills brings into play several related abilities and that handwriting skills take a long time to acquire (Alamargot & Fayol, 2009). Indeed, an increasing number of studies are shedding light on the relationships between handwriting, spelling, and text production. Given the fact that text production requires the coordination of a large number of cognitive and metacognitive abilities, it could be argued that the graphomotor skills mobilized by children during handwriting have relatively little importance in the writing process as a whole. However, several studies have provided good reason to believe that this low-level aspect could be much more important than it might appear; to generate creative and well-structured

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Section: Discussion Graphomotor Skills and Written Productionsupporting

confidence: 89%

The Effects of Manuscript, Cursive or Manuscript/Cursive Styles on Writing Development in Grade 2

Morin

Lavoie

Montésinos‐Gelet

2012

L & L

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“…Should this not be the case, achievement deficits might accumulate. In addition to the direct effects that deficits in fine motor skills have on achievement (Graham, 1990;Graham and Weintraub, 1996) one may also expect indirect effects. Besides the effects examined in Stoeger et al (2008) concerning attention and the effects concerning persistence described in this study, additional implications can be expected.…”

Section: Discussion and Implications For Practicementioning

confidence: 99%

Deficits in fine motor skills and their influence on persistence among gifted elementary school pupils

Stoeger

Ziegler

2012

Gifted Education International

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This article addresses the causes of underachievement in scholastic education. Whereas many studies have been able to show that motivational deficits provide an explanation for underachievement, little research has yet explored the possible influences of deficits in fine motor skills. The aim of our empirical study was, therefore, to investigate the influence of fine motor skills and how they may affect underachievement. We hypothesized that deficits in fine motor skills could possibly be mediated by persistence. The participants in this investigation were 53 gifted fourth-grade pupils (15 underachievers, 38 achievers) attending primary schools in Germany. In fact, underachievers and achievers could be differentiated on the basis of their fine motor skills and persistence levels. The differences attributed to persistence decreased when fine motor skills were statistically controlled.

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“…O critério B especifica que esse diagnóstico só é pertinente se as dificuldades motoras (critério A), sem adaptação, têm impacto no desempenho acadêmico. Avaliar a escrita é especialmente importante, pois é uma das metas de intervenção mais frequentes para essas crianças 6 já que a dificuldade de escrita manual pode prejudicar o desempenho acadêmico, com impacto na autoestima, nas relações pessoais e nas percepções da criança e dos outros acerca de suas habilidades 7 . Face à dificuldade de acesso a testes importados e à ausência de avaliação motora padronizada para crianças brasileiras, principalmente testes que englobam todos os critérios diagnósticos para o TDC, foi criada a Avaliação da Coordenação e Destreza Manual (ACOORDEM) 8 .…”

Section: Introductionunclassified

Análise psicométrica dos itens da Avaliação da Coordenação e Destreza Motora (ACOORDEM) em crianças de 4 anos

Silva

Petten

Harsányi

et al. 2017

Rev. Ter. Ocup. Univ. São Paulo (Online)

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The Assessment of Motor Coordination andDexterity -ACOORDEM is a standardized motor assessment for Brazilian children aged 4-8 years. This study aimed to investigate the validity and reliability of the test for 4-yearold children. Eighty children of 4 years old, divided into equal groups by sex and school type (public or private), were evaluated. Parents and teachers also answered the questionnaires. The retest was applied to 10 participants. Few items showed a statistically significant difference associated with sex and school type. The test-retest reliability presented good indexes. ACOORDEM is suitable for the motor assessment of 4-year-old children; however, some items need to be revised or discarded to improve the instrument reliability and reduce the administration time.

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A review of handwriting research: Progress and prospects from 1980 to 1994

Cited by 306 publications

References 162 publications

The Effects of Manuscript, Cursive or Manuscript/Cursive Styles on Writing Development in Grade 2

The Effects of Manuscript, Cursive or Manuscript/Cursive Styles on Writing Development in Grade 2

Deficits in fine motor skills and their influence on persistence among gifted elementary school pupils

Análise psicométrica dos itens da Avaliação da Coordenação e Destreza Motora (ACOORDEM) em crianças de 4 anos

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