Development of Handwriting Speed and Legibility in Grades 1–9

Graham, Stephen; Berninger, Virginia W.; Weintraub, Naomi; Schafer, William D.

doi:10.1080/00220679809597574

Cited by 233 publications

(245 citation statements)

References 31 publications

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“…It takes a long time to become proficient in transcription and there is evidence that this might only fully happen towards age 14 (Alves & Limpo, 2015a;Chartrel & Vinter, 2004Graham et al, 1998;Pontart et al, 2013). More TRANSCRIPTION-WRITING LINK 5 efficient transcription allows children to start coordinating other writing processes in parallel rather than in sequence (Olive & Kellogg, 2002).…”

Section: Transcription-writing Linkmentioning

confidence: 99%

“…Prior research has already shown the effectiveness of strategy-focused interventions to promote planning and translating skills in middle grades (Graham & Perin, 2007). Given that transcription skills continue to develop (Graham et al, 1998) and constrain writing (Limpo & Alves, 2013a) …”

Section: Educational Implicationsmentioning

confidence: 99%

“…Delattre, Bonin, & Barry, 2006), spelling is typically assessed in terms of accuracy, such as the number of correctly spelled words in isolation or in text (e.g., Graham, Berninger, Abbott, Abbott, & Whitaker, 1997;Limpo & Alves, 2013;Wagner et al, 2011). Handwriting draws on the integration between orthographic and motor skills (Christensen, 2004) and it can be assessed in terms of fluency or legibility (Graham, Weintraub, Berninger, & Schafer, 1998). Handwriting fluency -which is thought to impose more constraints on text production than legibility (Santangelo & Graham, 2014) -considers both accuracy and speed.…”

Section: Introductionmentioning

confidence: 99%

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Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades

Limpo

Alves

Connelly

2017

Learning and Individual Differences

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This study examined the relationships between transcription, high-level writing processes, and writing performance in . Structural equation modeling was used to test the direct effects of handwriting fluency and spelling accuracy on planning and translating, and of these latter on writing performance, as well as the indirect effects of handwriting fluency and spelling accuracy on writing performance, via planning and translating. Results showed that the proposed model fitted the data extremely well, explaining 46% of the variability in writing performance. We found that higher handwriting fluency was associated with better planning skills, higher spelling accuracy was associated with better translating skills, and better planning and translating skills were associated with greater writing performance. We found indirect effects of handwriting fluency and spelling accuracy on writing performance, respectively, via planning and translating. These results suggest that transcription continues to impact on writing during teenage school years, by constraining high-level writing processes.

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Section: Transcription-writing Linkmentioning

confidence: 99%

Section: Educational Implicationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades

Limpo

Alves

Connelly

2017

Learning and Individual Differences

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“…These research findings were investigated and describes in term of legibility and speed, see [4,5]. However, the scarcity of valid and reliable handwriting evaluation tools, the complexity in the scoring tools and the long processing time by the evaluator who needs to judge the writing product for each of the legibility criteria, limit the application of standardized assessments in the evaluation of handwriting difficulties in clinical and classroom setting [2].…”

Section: Evaluation Of Handwriting Difficultiesmentioning

confidence: 99%

“…For example, in 1998 Graham and Weintraub reported that students with poor handwriting needed twice as much time to copy a written passage as those with good handwriting [4]. Hence, difficulty in writing for young student can lead to a dislike of writing, frustration with writing, and development of a negative mind-set about writing ability.…”

Section: Introductionmentioning

confidence: 99%

Comparison of ANN and SVM to Identify Children Handwriting Difficulties

Hasseim¹,

Sudirman²,

Khalid³

et al. 2013

ENG

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This paper compares two classification methods to determine pupils who have difficulties in writing. Classification experiments are made with neural network and support vector machine method separately. The samples are divided into two groups of writers, below average printers (test group) and above average printers (control group) are applied. The aim of this paper is to demonstrate that neural network and support vector machine can be successfully used in classifying pupils with or without handwriting difficulties. Our results showed that support vector machine classifier yield slightly better percentage than neural network classifier and it has a much stable result.

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Reading Assessment

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Development of Handwriting Speed and Legibility in Grades 1–9

Cited by 233 publications

References 31 publications

Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades

Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades

Comparison of ANN and SVM to Identify Children Handwriting Difficulties

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