In the research area of writing development, an increasing number of researchers suggest that graphomotor skills could be much more important than they appear to be (Christensen, 2009). Few researchers have studied the link between handwriting and teaching practices, despite the fact that some studies indicate its importance (Graham, 2010). The general objective of this study is to explore the relationship between different handwriting styles and the development of writing skills among 715 children in Grade 2. Generally, our results show that the three handwriting styles (manuscript/cursive, manuscript, and cursive) have different effects on writing development (speed, quality, word production, and text production). Handwriting and Text ProductionBased on Hayes and Flower's model (1980), written production supposes three cognitive processes: planning (generating ideas and setting goals), translating (transcribing ideas into written text), and revising (rereading the text to improve clarity of idea expression). Further, Berninger and Swanson (1994) adapt this model to text production among younger writers. They describe two processes for translation: text generation, which occurs at different levels of language, and transcription, which includes handwriting (letter production) and spelling (word production).The emergence of cognitive psychology studies in the area of writing learning has brought to light the fact that the development of handwriting skills brings into play several related abilities and that handwriting skills take a long time to acquire (Alamargot & Fayol, 2009). Indeed, an increasing number of studies are shedding light on the relationships between handwriting, spelling, and text production. Given the fact that text production requires the coordination of a large number of cognitive and metacognitive abilities, it could be argued that the graphomotor skills mobilized by children during handwriting have relatively little importance in the writing process as a whole. However, several studies have provided good reason to believe that this low-level aspect could be much more important than it might appear; to generate creative and well-structured
Résumé Cet article approfondit les obstacles à la participation des adultes peu scolarisés à des activités de formation. De nature sociologique et psychologique, ces obstacles se répartissent en quatre dimensions : situation, disposition, information et institution. Les résultats de la recherche émergent d’un corpus provenant de deux sources. Des entrevues individuelles ont été réalisées auprès de personnes peu scolarisées : des participants –personnes qui ont effectué un retour aux études–, des non-participants –personnes qui n’ont jamais effectué de retour aux études après avoir quitté prématurément l’école– et des anciens participants –ceux qui sont retournés aux études mais sans avoir acquis de diplôme. De plus, des groupes de discussion se sont tenus avec des formatrices et des formateurs œuvrant auprès de la clientèle peu scolarisée. Les résultats montrent comment les obstacles de nature dispositionnelle sont craints, notamment par ceux qui n’ont pas effectué de retour aux études. Ces obstacles peuvent s’ajouter à leur situation de vie, à l’information reçue et aux mécanismes institutionnels. L’étude identifie des moyens d’augmenter la participation et l’engagement de ces adultes dans des activités de formation structurées, pertinentes et profitables pour eux.
This quasi-experimental study aimed to assess the effects of a music and writing program on lexical spelling in Grade 2 elementary school students. A music and writing program was developed and tested in an experimental group ( n = 24) comprising a Grade 2 class in a French-language elementary school in Québec (Canada). Another Grade 2 class at the same school served as a control group ( n = 23). Both groups were assessed for lexical spelling in January and May. Group comparison of the post-test results on performance and progress in lexical spelling showed significantly better scores for the experimental over the control group.
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