Does Handwriting Instruction Have a Place in the Instructional Day? The Relationship between Handwriting Quality and Academic Success

Autor/inn/en	McCarroll, Hope; Fletcher, Tina
Titel	Does Handwriting Instruction Have a Place in the Instructional Day? The Relationship between Handwriting Quality and Academic Success
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1386427 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1386427
Schlagwörter	Handwriting; Writing Instruction; Writing Skills; Academic Achievement; Success; Educational Quality; Writing Achievement; Reading Achievement; Mathematics Achievement; Correlation; Time Factors (Learning); Occupational Therapy; Teacher Surveys; Student Records; Elementary School Teachers; Grade 1; Grade 2; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Handschrift; Schreibunterricht; Writing skill; Schreibfertigkeit; Schulleistung; Erfolg; Quality of education; Bildungsqualität; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Beschäftigungstherapie; Schülerakte; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Qualitative Forschung; Statistische Analyse
Abstract	Handwriting is a foundational skill needed by students to demonstrate competency in reading, writing, and math. Occupational therapists who work in schools are tasked with providing remedial services for students who demonstrate deficits in underlying handwriting mechanics, as opposed to deficits in following handwriting conventions. Despite this, therapists frequently find the referred student has none of the expected mechanical constraints, but instead lacks knowledge of letter, number, and punctuation mark formation. This is often an outcome of not being exposed to explicit handwriting instruction. As a result, the researchers sought to determine whether a relationship exists between academic success in reading, writing, and math and the quality of handwriting by comparing standards-based report card grades in reading, writing, and math to scores from the "Handwriting Without Tears Screener of Handwriting Proficiency." Results indicated a significant positive correlation exists between academic success in writing and reading and quality of handwriting. The implications of this research suggest there is a further need to explore whether instructional time should be allocated for handwriting instruction in the classroom, potentially contributing to increased academic success for students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01