Computer-assisted handwriting instruction and visual/kinaesthetic feedback processes

Lally, Mike

doi:10.1016/s0270-3092(82)80006-4

Cited by 17 publications

(7 citation statements)

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“…Therefore, improvement in performance in a writing task requires a systematic training process and can not be evoked by general Visual-motor training, which combines systematic motor exercise along with observation of letter model with motion, was expected to boost the transfer of information gained visually into motor knowledge. The efficacy of visual and kinaesthetic feedback on handwriting was indeed found in mentally disabled children (Lally, 1982). It should, therefore, be the most conducive to improvement of performance.…”

Section: Discussionmentioning

confidence: 81%

Effects of different types of learning on handwriting movements in young children

Vinter

Chartrel

2010

Learning and Instruction

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Section: Discussionmentioning

confidence: 81%

Effects of different types of learning on handwriting movements in young children

Vinter

Chartrel

2010

Learning and Instruction

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“…In a study by Macleod and Lally (1981) with 18 mildly handicapped students with handwriting difficulties, the computer-based system resulted in greater improvement in manuscript handwriting than traditional handwriting instruction. In a second study with nine boys in a special school, Lally (1982) found that the greatest improvement in manuscript writing was made when the degree of variation allowed in tracking a letter was systematically reduced as students reached an asymptote in speed and accuracy of tracking.…”

Section: Computer-assisted Handwriting Instructionmentioning

confidence: 97%

A review of handwriting research: Progress and prospects from 1980 to 1994

1996

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“…Second, field tests of computerized handwriting programs have been positive. The computer has been used as a guide to improve the letter formation of students with and without mental retardation (Brewer et al, 1989(Brewer et al, -1990Lally, 1982;White, Cunningham, & Brewer, 1989). Until computers and other technological advances become more common in children's homes and the classroom, though, computerized instruction will not play a significant role in handwriting development.…”

Section: Concluding Commentsmentioning

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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Computer-assisted handwriting instruction and visual/kinaesthetic feedback processes

Cited by 17 publications

References 1 publication

Effects of different types of learning on handwriting movements in young children

Effects of different types of learning on handwriting movements in young children

A review of handwriting research: Progress and prospects from 1980 to 1994

Issues in Handwriting Instruction

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