Est-il nécessaire d’enseigner l’écriture script en première année ? Les effets du style d’écriture sur le lien lecture/écriture

Abstract

Cette étude permet de questionner la tradition du double enseignement des styles d’écriture au Québec, en testant la validité d’un argument couramment avancé, qui suggère que la discordance entre l’écriture cursive et les caractères d’imprimerie nuirait au transfert entre la lecture et l’écriture. Les résultats obtenus auprès d’enfants de 2e année du primaire, ayant appris à écrire en script ou en cursive, ne nous permettent pas d’aller dans le sens de cet argument. En effet, les corrélations entre les performances en lecture et en écriture sont significatives et élevées pour les deux groupes d’enfants, et leurs performances sont similaires. Les apprenants semblent capables d’associer des caractères différents en lecture et en écriture, l’apprentissage de l’écriture cursive en 1re année ne nuirait pas à la lecture.This study allowed for an examination of the tradition of teaching both styles of writing (cursive and block letters) in Quebec by testing the validity of the argument currently heard that the clash between cursive and block letters impedes the transfer between reading and writing. The results obtained with Grade Two pupils, some of whom had learned to write in cursive and some in block letters, do not support this argument. Correlations between reading and writing performance were significant and high for both groups of children and their performances were similar. It would appear that learners are able to make the link between the different types of characters encountered in reading and used in writing: learning cursive writing in Grade One does not appear to harm the ability to read

Does the Handwriting Style Learned in First Grade Determine the Style Used in the Fourth and Fifth Grades and Influence Handwriting Speed and Quality? A Comparison Between French and Quebec Children

“…The deviation between the allographic shape of letters in books (manuscript) and the shape of letters taught at school in writing (cursive style) would lead to a cognitive overload that would damage the effective treatment of the written characters. However, the results of Bara and Morin's () study did not bring to light any difficulties in reading caused by the learning of cursive handwriting.…”

Use of technological tools to evaluate handwriting production of the alphabet and pseudocharacters by Brazilian students

“…As a result, studies have emphasized the importance of the role of teachers in instruction in letter movements, as the development of programs for the production of letters takes place when teachers explicitly explain the production procedures. Teachers contribute to the construction of the “grammar of action” that provides information such as the location at which to start writing and the sequence students need to follow to write a letter 22 , 24 , 27 .…”

Investigating how children produce rotation and pointing movements when they learn to write letters

“…There is yet no clear-cut answer on this issue. Bara and Morin (2009) for example examined this question and did not reach a convincing conclusion. Perhaps the reason is that print 32 requires more pointing movements and cursive handwriting more rotation movements.…”