Children with handwriting difficulties: developing orthographic knowledge of alphabet-letters to improve capacity to write alphabet symbols

Mathwin, Kathryn; Chapparo, Christine; Hinnit, Joanne

doi:10.1007/s11145-021-10207-9

Cited by 6 publications

(8 citation statements)

References 46 publications

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“…This intervention hypothesised that applying the 'Times' and 'Flow' cognitive strategies would be the final accomplishment where children could write the alphabet without stopping to recall or evaluate letters. In this study, while all children reached accurate alphabet-letterwriting from memory (Mathwin et al, 2022), not all children achieved writing the alphabet with speed and flow, hence did not reach the ceiling of 100% in the Perform Quadrant. This could explain the lack of significant change in the Perform Quadrant during Phase B and Phase A2.…”

Section: Discussioncontrasting

confidence: 58%

“…Results from the intervention (B) phase, indicated that Think-to-Write facilitated significant improvement in cognitive strategy application, for each child, with all children reaching ceiling capacity across the Perceive, Recall and Plan Quadrants (Nugent, 2010). The pattern of change followed similar lines of improvement in children's ability to write alphabet-letters from memory (Mathwin et al, 2022). This suggests that improvement in alphabet-letter-writing was concomitant with enhanced cognitive strategy use, particularly cognitive processing skills of planning, remembering and sensing.…”

Section: Discussionmentioning

confidence: 89%

“…On average the children mastered writing the twenty-six lowercase alphabet-letters from memory after 9 hours of the Think-to-Write intervention. The findings of Stage 1 of this study have been published (Mathwin et al, 2022). Figure 1 demonstrates an example of Stage 1 graph of one child (Child 5).…”

Section: Methodsmentioning

confidence: 89%

“…Using the wooden shapes, children learned the sequence of strokes to construct each alphabet-letter, including how to connect the strokes for legibility. Details of these processes have been described in a previous paper (Mathwin et al, 2022). The Secret Code is yet to be published but further information is available from the author (Luci Webb, 2018).…”

Section: Methodsmentioning

confidence: 99%

“…Combining these programmes allowed concurrent training of correct alphabet-letter-writing and cognitive strategy utilisation. Ten children who were in the first 2 years of formal schooling and non-proficient at alphabet-letter-writing achieved independence in writing the twenty-six lowercase alphabet-letters from memory after an average of 9 hours of this intervention (Mathwin et al, 2022). Associated changes in cognitive strategy use of the same cohort of children is the focus of this paper.…”

Section: Introductionmentioning

confidence: 99%

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Children with handwriting difficulties: Impact of cognitive strategy training for acquisition of accurate alphabet-letter-writing

Mathwin

Chapparo

Hinitt

2023

British Journal of Occupational Therapy

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Introduction: An occupational therapy handwriting programme integrating cognitive strategy training with alphabet-letter-writing instruction was found more effective than in-class instruction alone for early writers. This study investigated the impact of cognitive strategy training for children struggling to correctly write alphabet-letters. Method: Participants were ten children in the first 2 years of formal schooling identified with challenges in alphabet-letter-writing. A nonconcurrent A1BA2 single system research design was used. The A Phases represented within-class handwriting instruction only and B Phase represented additional handwriting intervention which included cognitive strategy training. The Perceive, Recall, Plan and Perform (PRPP) System of Task Analysis (Stage 2) was the repeated outcome measure. Results: Results revealed all ten children demonstrated a similar pattern of change in cognitive strategy application which was concomitant with improvement and mastery in writing all 26-lowercase alphabet-letters from memory. Cognitive strategies which exhibited the greatest impact on acquiring and executing accurate alphabet-letter-writing skills were those related to planning, memory, attention and sensory perception. The least influential were those associated with generating and controlling motor actions. Conclusion: This study provides beginning support for including cognitive strategies training concurrently with alphabet-letter-writing instruction to assist children struggling to write alphabet-letters.

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Section: Discussioncontrasting

confidence: 58%

Section: Discussionmentioning

confidence: 89%

Section: Methodsmentioning

confidence: 89%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Children with handwriting difficulties: Impact of cognitive strategy training for acquisition of accurate alphabet-letter-writing

Mathwin

Chapparo

Hinitt

2023

British Journal of Occupational Therapy

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Cross-sectional examination of the proficiency of year 1 and year 2 children’s alphabet-letter-writing skills

Mathwin,

Chapparo,

Challita

et al. 2023

Read Writ

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The objective for beginning writers is to learn how to generate alphabet-letters which are recognisable and easy to read. This study investigated the accuracy of Year 1 and 2 children’s alphabet-letter-writing by evaluating their alphabet and orthographic knowledge, following evidence which identifies these skills as important for correctly representing the Latin alphabet-letters in written form. 408 typical children from the first two years of formal schooling were recruited from eight Western Australian schools and asked to write the twenty-six-lowercase alphabet-letters under three different writing conditions: from memory; the initial sounds of words; and copying. Performance was measured using the Perceive, Recall, Plan and Perform (PRPP) System of Task Analysis (Stage One). Analyses revealed the mean average number of the 26- lowercase alphabet-letters correctly written from memory was 8.17 (Year 1) and 12.76 (Year 2). Mean averages were similar across the three writing conditions. Comparative analysis showed children in Year 2 were significantly better than Year 1 children at recalling the alphabet-sequence, sound-letter-translation, and retrieving the letter-shape, letter-case, and letter-orientation. No significant difference was found in name-to-letter translation, letter-formation, or letter-placement skills. The results highlighted that many typical Year 1 and 2 children have difficulty accurately generating all 26- lowercase alphabet-letters. The findings suggested that the way early writers learn to form and place an alphabet-letter, whether it is accurate or not, is how they continue to write the alphabet-letter through their early school journey. Considerations for evaluation and instruction of alphabet-letter-writing are discussed.

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Handwriting Accuracy of Beginning Writers and Its Impact on the Readability of Their Sentences

Mathwin,

Chapparo,

Challita

2024

Journal of Occupational Therapy, Schools, & Early Intervent

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Children with handwriting difficulties: developing orthographic knowledge of alphabet-letters to improve capacity to write alphabet symbols

Cited by 6 publications

References 46 publications

Children with handwriting difficulties: Impact of cognitive strategy training for acquisition of accurate alphabet-letter-writing

Children with handwriting difficulties: Impact of cognitive strategy training for acquisition of accurate alphabet-letter-writing

Cross-sectional examination of the proficiency of year 1 and year 2 children’s alphabet-letter-writing skills

Handwriting Accuracy of Beginning Writers and Its Impact on the Readability of Their Sentences

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