A review of handwriting scales and factors that contribute to variability in handwriting scores

Graham, Steve

doi:10.1016/0022-4405(86)90043-9

Cited by 38 publications

(33 citation statements)

References 14 publications

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“…Educational aspirations (Marini 1978) 6. Handwriting (Graham 1986;Hughes, Keeling, and Tuck 1983;Lincoln 1927) 7. Study methods (Biggs 1970;Goldston et aI.…”

Section: Identifying Variablesmentioning

confidence: 99%

SEX DIFFERENCES IN SAT^® PREDICTIONS OF COLLEGE GRADES

Stricker¹,

Rock²,

Burton³

1991

ETS Research Report Series

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This study examined the role that sex‐related differences in the nature of the grade criterion and in variables associated with academic performance play in the over‐ and underprediction of college grades by the SAT when the test is used alone and in combination with high school grades. An entire freshman class at a large state university was studied. Women's GPA was underpredicted but only by a small amount. Adjusting the GPA for differences in grading standards for individual courses did not affect the underprediction, but controlling for sex differences in individual‐difference variables concerned with academic preparation, studiousness, and attitudes about mathematics reduced or essentially eliminated it.

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“…Educational aspirations (Marini 1978) 6. Handwriting (Graham 1986;Hughes, Keeling, and Tuck 1983;Lincoln 1927) 7. Study methods (Biggs 1970;Goldston et aI.…”

Section: Identifying Variablesmentioning

confidence: 99%

SEX DIFFERENCES IN SAT^® PREDICTIONS OF COLLEGE GRADES

Stricker¹,

Rock²,

Burton³

1991

ETS Research Report Series

View full text Add to dashboard Cite

show abstract

“…In addition, neither students nor instructors were randomly assigned in most studies, allowing for the generation of several competing explanations for any obtained differences between groups. Finally, many of the researchers failed to establish the reliability of their handwriting measures, jeopardizing the validity of their assessments (Graham, 1986a(Graham, , 1986b. …”

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confidence: 99%

Issues in Handwriting Instruction

Graham¹

1992

focusXchild

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My 6-year-old daughter, Leah, just finished her first year of school in a whole language classroom. Because of my personal interest in my daughter's education and my professional preoccupation with children's writing and writing instruction, I kept a log of the practices Leah's teachers used throughout the year to help her and her kindergarten classmates grow as writers. The most prominent practices included:-providing children with frequent opportunities to compose on topics of their own choosing, primarily by dictating stories to an adult or by writing out their compositions using pictures, known w9rds, and invented spellings. -encouraging students to work on the same composition over a series of days.-creating a classroom environment where children's ideas and efforts were valued and supported. -using reading and other language skills to support the development of writing, and vice versa. -encouraging students to share their work with classmates, other adults in the school, and parents.I was very pleased with what I observed during the course of the year, as these practices are consistent with my own beliefs about the ingredients essential to a sound writing program (Graham, 1992;Graham & Harris, 1988;MacArthur, Schwartz, & Graham, 1991); I did, however, have one serious reservation concerning the writing program in my daughter's class. Very little attention was focused on helping children master handwriting.Although my daughter was able to dictate delightful narratives concerning a real or imagined adventure, writing her ideas on paper was slow, laborious, and messy. When writing she relied almost exclusively on capital letters and had developed some unusual models for writing these letters. For example, when forming a capital U she would start on the baseline, curve up to the left to form one half of the U, lift her pencil from the paper, return to her starting point on the baseline, and swing up to the right to complete the other half of the U! While I was not overly concerned that Leah's writing was slow, messy, and capitalized (a common state of affairs for kindergartners), I was worried· about the awkward and inefficient habits she had developed for forming a considerable number of capital letters.Steve Graham is a professor at the University of Maryland, College Park.© Love Publishing Company, 1992. FOCUS ON EXCEPTIONAL CHILDREN OCTOBER 1992If this pattern continued with lowercase manuscript letters and eventually with cursive script, her idiosyncratic style would likely hobble her ability to transcribe her own thoughts quickly or record the thoughts of others. As we shall see shortly, handwriting and other text production skills play an important role in children's development as writers. My wife and I addressed our concern about our daughter's handwriting at home this summer. Using the ZanerBlaser alphabet (Hackney & Lucas, 1993) as a model, Leah learned how to form upper-and lowercase manuscript letters. As she practiced each letter, we gave her feedback and reinforcement for her efforts. We further...

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“…These data could be graphed, analyzed, and used to inform subsequent instruction. Although there are limitations to the handwriting assessment plan we outline (e.g., the time required to gather data), it represents a significant improvement over the prevailing method of assessment-informal, imprecise observation (Graham, 1986a(Graham, . 1986b).…”

Section: Vocabularymentioning

confidence: 99%

“…If students' handwriting skills are assessed-and that is not always the case-the process is usually infortnal. imprecise, and based on subjective criteria (Graham, 1986a(Graham, , 1986bGraham et al, 2008;Hammerschmidt & Sudsawad, 2004). Thctclbre, we next ptovide an overview of how to make handwriting assessment more systematic and comprehensive (e.g., Graham.…”

Section: Vocabularymentioning

confidence: 99%

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Assessing the Writing of Struggling Learners

Olinghouse¹,

Santangelo²

2010

focusXchild

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A review of handwriting scales and factors that contribute to variability in handwriting scores

Cited by 38 publications

References 14 publications

SEX DIFFERENCES IN SAT^® PREDICTIONS OF COLLEGE GRADES

SEX DIFFERENCES IN SAT^® PREDICTIONS OF COLLEGE GRADES

Issues in Handwriting Instruction

Assessing the Writing of Struggling Learners

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A review of handwriting scales and factors that contribute to variability in handwriting scores

Cited by 38 publications

References 14 publications

SEX DIFFERENCES IN SAT® PREDICTIONS OF COLLEGE GRADES

SEX DIFFERENCES IN SAT® PREDICTIONS OF COLLEGE GRADES

Issues in Handwriting Instruction

Assessing the Writing of Struggling Learners

Contact Info

Product

Resources

About

SEX DIFFERENCES IN SAT^® PREDICTIONS OF COLLEGE GRADES

SEX DIFFERENCES IN SAT^® PREDICTIONS OF COLLEGE GRADES