Handwriting Without Tears versus Teacher-Designed Handwriting Instruction in First Grade Classrooms

Schneck, Colleen M.; Shasby, Sharon; Myers, Christine Teeters; Smith, Mary Atkinson

doi:10.1080/19411243.2012.675759

Cited by 16 publications

(7 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In future studies, it may be better to assess the rate of words/minute to provide a more accurate assessment of speed. Other studies using the MHA as an outcome measure have also reported this finding (Howe, Roston, Sheu, & Hinojosa, 2013; Roberts et al, 2014; Schneck et al, 2012).…”

Section: Discussionsupporting

confidence: 62%

See 1 more Smart Citation

Effectiveness of the Size Matters Handwriting Program

Pfeiffer

Rai

Murray

et al. 2015

OTJR: Occupation, Participation and Health

View full text Add to dashboard Cite

The purpose of the research was to study changes in handwriting legibility among kindergarten, first- and second-grade students in response to the Size Matters curricular-based handwriting program. A two-group pre-post-test design was implemented at two public schools with half of the classrooms assigned to receive the Size Matters program and the other continuing to receive standard instruction. All participants completed two standardized handwriting measures at pre-test and after 40 instructional sessions were completed with the classes receiving the handwriting program. Results identified significant changes in legibility in the handwriting intervention group for all three grades when compared with the standard instruction group. The results of this study support the use of a curricular-embedded handwriting program and provide the foundation for future research examining the impact of handwriting legibility on learning outcomes.

show abstract

Section: Discussionsupporting

confidence: 62%

“…Schneck, Shasby, Myers, and DePoy Smith (2012) compared teacher instruction versus HWT in the first grade. The first group learned HWT, and the second group learned a teacher-designed program and random practice.…”

mentioning

confidence: 99%

Effectiveness of the Size Matters Handwriting Program

Pfeiffer

Rai

Murray

et al. 2015

OTJR: Occupation, Participation and Health

View full text Add to dashboard Cite

show abstract

“…Students who received the HWT program scored, on average, 6.5 to 8.4 points higher in TTS on the MHA than students who received teacher-designed instruction. The significant improvement in overall quality of handwriting skills as compared to other instructional methods supports previous HWT research by Pontello (1999), although not in a study by Schneck et al (2012).…”

Section: Discussionsupporting

confidence: 83%

“…One of the objectives of our study was to examine the outcome of students who were performing with lower handwriting legibility, those potentially referred for occupational therapy. Previous research has examined the effectiveness of HWT with special education students (see Kiss, 2007;Owens, 2004;Schneck et al, 2012) but has not explored the effectiveness of HWT with the lower scoring 25% of the classroom, those identified by teachers as having handwriting difficulties (Graham et al, 2008). For students who were in the bottom 25% of the group at baseline, higher average changes in TTS were seen when they received HWT instruction as compared to teacher-designed instruction, and in the second half of the school year the change was statistically significant.…”

Section: Discussionmentioning

confidence: 99%

An examination of the effectiveness of Handwriting Without Tears^® instruction

Roberts¹,

Derkach-Ferguson²,

Siever³

et al. 2014

Can J Occup Ther

View full text Add to dashboard Cite

show abstract

“…Handwriting is described as a perceptual (related to the shape of the letter) and motor skill (related to the movement producing the letter trajectory) which requires motor precision (control and coordination of the musculature of the hands and fingers) as well as visuomotor abilities (coordination between visual perception and finger movements), considered as prerequisites for writing by many researchers (Feder et Majnemer, 2007). Problems with any of these underlying components could lead to inefficient letter formation (Schneck et al, 2012) and on the ability to produce one's first name (Puranik & Lonigan, 2012). Several studies have underlined the effectiveness of intervention programs that target these components among young students (Bazyk et al, 2009) but most of them were conducted in first grade or among children with disabilities.…”

Section: Introductionmentioning

confidence: 99%

A Motor Intervention to Prepare Learning to Write

Lavoie¹,

Lebel²,

Kinesiologist³

2021

Education and New Developments 2021

View full text Add to dashboard Cite

Writing is a complex activity that requires the automation of graphomotor skills. Unfortunately, 10 to 30% of primary school students have difficulty at this level, which impairs the development of writing skills. It therefore seems judicious to intervene in kindergarten to support motor precision as well as visuomotor capacities, considered as prerequisites for writing by many researchers. The purpose of this study was to investigate the effect of motor training on visuomotor integration, motor precision and handwriting performance (speed and readability) in 5-year-old children. According to a quasi-experimental design (pretest, post-test with control group), 34 children participated in an intervention in subgroups, twice a week for 6 weeks. The mean and standard deviation were calculated for each of the tasks performed. Statistical tests (t test) were then carried out. The results show that the children in the experimental group improved their motor precision as well as their graphomotor skills compared to those in the control group. This project provides new insights into the benefits of working on basic skills in preparation for learning to write and will equip teachers on how to guide and support graphomotor skills before entering first grade.

show abstract

Handwriting Without Tears versus Teacher-Designed Handwriting Instruction in First Grade Classrooms

Cited by 16 publications

References 20 publications

Effectiveness of the Size Matters Handwriting Program

Effectiveness of the Size Matters Handwriting Program

An examination of the effectiveness of Handwriting Without Tears^® instruction

A Motor Intervention to Prepare Learning to Write

Contact Info

Product

Resources

About

Handwriting Without Tears versus Teacher-Designed Handwriting Instruction in First Grade Classrooms

Cited by 16 publications

References 20 publications

Effectiveness of the Size Matters Handwriting Program

Effectiveness of the Size Matters Handwriting Program

An examination of the effectiveness of Handwriting Without Tears® instruction

A Motor Intervention to Prepare Learning to Write

Contact Info

Product

Resources

About

An examination of the effectiveness of Handwriting Without Tears^® instruction