Promoting handwriting fluency in fifth graders with slow handwriting: a single-subject design study

Limpo, Teresa; Parente, Naiana; Alves, Rui A.

doi:10.1007/s11145-017-9814-5

Cited by 16 publications

(13 citation statements)

References 41 publications

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“…Across Phase 2, Tier 2 students showed improvement in the neatness of their handwriting, alongside with increases in the length and sophistication of their text. This is consistent with previous findings suggesting that handwriting training results in students including appropriate rhetorical features in their texts (Limpo et al, 2018). Handwriting instruction is associated with significant gains in text quality (see meta-analysis by Santangelo & Graham, 2016).…”

Section: Discussionsupporting

confidence: 92%

Response to Intervention in first-grade writing instruction: a large-scale feasibility study

2021

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Early failure to learn writing skills might go unnoticed and unremedied unless teachers adopt specific strategies for identifying and supporting students who learn at a slower pace. We implemented a Response to Intervention (RTI) program for teaching narrative writing. Over 18 months from start of primary school, 161 Spanish children received instruction in strategies for planning text and training in handwriting and spelling, and completed very regular narrative writing tasks. Data from these tasks were analysed to identify students at risk of falling behind. These students then completed additional, parent-supervised training tasks. During this training the quality of these students’ texts improved more rapidly than those of their peers. The resulting decrease in difference relative to peers, as measured by both regular narrative tasks and by post and follow-up measures, was sustained after additional training ceased. Interviews and questionnaires found good parent and teacher buy-in, with some caveats. Findings therefore indicate the feasibility and potential value of a RTI approach to teaching writing in single-teacher, full-range, first-grade classes.

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Section: Discussionsupporting

confidence: 92%

Response to Intervention in first-grade writing instruction: a large-scale feasibility study

2021

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“…A partir de la revisión empírica realizada se ha corroborado que su instrucción formal mejora la legibilidad, la fluidez, la longitud y la calidad global de los textos (Santangelo & Graham, 2016). En concreto, seis prácticas instruccionales en caligrafía han corroborado su eficacia (ver Tabla 2) siendo muchas de ellas utilizadas en la literatura reciente (Graham, Harris, & Adkins, 2018;Limpo, Parente, & Alves, 2018;Wolf, Abbott, & Berninger, 2017) La primera es el modelado, donde el instructor escribe las letras frente a la clase para que el alumnado observe el orden y dirección del trazo. En Educación Infantil y los primeros cursos de primaria es efectivo combinado con instrucciones verbales, mientras que a partir de 3º de primaria la mera observación mejora la legibilidad y fluidez (Graham & Weintraub, 1996;Hoy et al, 2011).…”

Section: Prácticas Instruccionales Focalizadas En Los Procesos Caligráficosunclassified

El Modelo De Respuesta a La Intervención en Escritura: Revisión De Medidas De Evaluación Y Prácticas Instruccionales

2020

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La evidencia científica sitúa el modelo de Respuesta a la Intervención como el enfoque clave para la prevención y diagnóstico de las Dificultades de Aprendizaje Específicas en Escritura. La formación del psicólogo educativo en torno a la instrucción en competencia escrita y la monitorización del progreso del alumnado resulta fundamental para desarrollar su labor de orientación al profesorado en la aplicación eficiente de dicho modelo. En este estudio se presenta una revisión internacional de las dos dimensiones clave del modelo: las medidas de evaluación de las habilidades escritoras sensibles al cambio y las prácticas instruccionales empíricamente validadas para la mejora de la competencia escrita. A partir de la revisión de 34 artículos, se analizan la idoneidad de las medidas y tareas de evaluación a utilizar y se discuten las prácticas instruccionales eficaces según el proceso cognitivo de la escritura en el que se focalizan: ortografía, caligrafía o procesos cognitivo de orden superior. Palabras clave: Prevención, Dificultades de aprendizaje, Escritura, Respuesta a la intervención, Evaluación de la escritura, Instrucción en escritura.Scientific evidence points to the Response to Intervention Model as a key approach to the identification and prevention of learning disabilities in writing. In order to guide teachers in the successful implementation of this model, educational psychologists need to receive training in writing instruction and how to monitor students' progress. In this study, we present an international literature review on the two key dimensions of the model: writing assessment measures that are sensitive to change and empirically validated instructional practices to improve writing competence. Based on the 33 papers reviewed, we analyze the suitability of assessment measures and tasks and discuss several instructional practices according to their focus in a specific writing cognitive process: spelling, handwriting, and high-level cognitive processes.

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“…Thus, the meaning of words can be automatically retrieved through continuous repetition (LaBerge and Samuels, 1974). Based on the advantages provided by handwriting fluency, the orthographic structure of characters corresponding to meaning can be retrieved more quickly, and the correct character can be produced more precisely, which contributes to the improvement of spelling accuracy, to varying degrees (Limpo et al, 2018). Hence, handwriting fluency could help to increase children's spelling accuracy.…”

Section: Effects Of Handwriting Fluency On Spelling Accuracymentioning

confidence: 99%

The Reciprocal Relationship Between Handwriting Fluency and Spelling Accuracy in Chinese: A Longitudinal Study

Yuan

2020

Front. Psychol.

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Mastering transcription skills is an important goal in the development of children's written language abilities, and handwriting fluency and spelling accuracy are crucial indicators of transcription ability. The current study was a two-year longitudinal study to investigate the reciprocal relationship of handwriting fluency and spelling accuracy. Participants included 123 students living in mainland China, who were tracked from third to fifth grade, and were administered a comprehensive battery of tests including assessments for non-verbal intelligence, phonological awareness, rapid automatized naming, and copying and dictation of Chinese characters. The results showed that: (1) previous handwriting fluency predicted subsequent spelling accuracy; and (2) previous spelling accuracy predicted subsequent handwriting fluency. These findings indicated there is a bidirectional relationship between handwriting fluency and spelling accuracy in Chinese. This implies spelling accuracy should not be unilaterally emphasized when teaching children new vocabulary, but attention should also be given to the cultivation of handwriting fluency in daily pedagogical practice.

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Promoting handwriting fluency in fifth graders with slow handwriting: a single-subject design study

Cited by 16 publications

References 41 publications

Response to Intervention in first-grade writing instruction: a large-scale feasibility study

Response to Intervention in first-grade writing instruction: a large-scale feasibility study

El Modelo De Respuesta a La Intervención en Escritura: Revisión De Medidas De Evaluación Y Prácticas Instruccionales

The Reciprocal Relationship Between Handwriting Fluency and Spelling Accuracy in Chinese: A Longitudinal Study

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