Effect of Time of Transition from Manuscript To Cursive Writing upon Subsequent Performance In Handwriting, Spelling, and Reading

Otto, Wayne; Rarick, G. Lawrence

doi:10.1080/00220671.1969.10883819

Cited by 12 publications

(9 citation statements)

References 3 publications

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“…The present results agree with those of Otto & Rarick (1969) and of Early et al (1976). Both these experiments were carefully designed field experiments using standardized reading and spelling tests similar to the tests used here.…”

Section: Discussionsupporting

confidence: 92%

“…Assuming that print-script supports the development of reading and spelling, it follows that a long print-script period is expected to give better results in reading and spelling than a short period. Malmquist's conclusions must, therefore, be taken as being in support of the positive effect of print-script on reading and spelling, by the same token, the results obtained by Otto & Rarick (1969) indicate that the initial teaching of print-script has no effect on the development of reading and spelling. The results from the studies by Otto & Rarick (1969) and Early et al (1976) weaken the empirical support for the positive effect of the initial use of print-script on the development of reading and spelling.…”

Section: Introductionmentioning

confidence: 64%

“…Surveys by Freeman (1958) and Addy & Wylie (1973) show that most teachers changed over to cursive script in the third grade. In a field experiment, Otto & Rarick (1969) found that the change-over time did not influence reading and spelling. Malmquist (1964Malmquist ( , 1969 concluded from two longitudinal field experiments extending from the first to the third grade that children whose changeover time from print-script to cursive script was delayed from the spring term in the first grade to the spring term in the third grade performed better in reading and spelling.…”

Section: Introductionmentioning

confidence: 96%

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Print‐script as Initial Handwriting Style II: effects on the development of reading and spelling

Karlsdóttir

1996

Scandinavian Journal of Educational Research

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The effects of using print-script as the initial handwriting style on the development of reading and spelling of primary-school children were investigated in a longitudinal field experiment extending from the first through to the fifth grade. Two groups of children were compared. In the first grade, the 103 children in group A learned to write print-script and the 104 children in group B learned to write disjoined cursive letters. From the beginning of the second grade, the children in both groups learned the same cursive writing. No difference in mean reading and spelling scores was found between the groups at any grade level.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 64%

Section: Introductionmentioning

confidence: 96%

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Print‐script as Initial Handwriting Style II: effects on the development of reading and spelling

Karlsdóttir

1996

Scandinavian Journal of Educational Research

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“…This is primarily a matter of tradition since little evidence exists to support any of the widely used transition periods (McOmber, 1970;Otto & Rarick, 1969). A student's readiness to acquire a second style of writing should be determined on an individual basis rather than arbitrarily.…”

Section: Cursive Writingmentioning

confidence: 99%

Handwriting Research and Practice: A Unified Approach

Graham¹,

Miller²

2018

Exceptional

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A man walked into a New England bank and shoved a. piece of paper under one of the teller's windows. The teller carefully examined the note, then kicked the alarm button. Within minutes police officers converged on the scene and arrested the man. They later discovered that the suspect was a respected businessman suffering from laryngitis and illegible handwriting. The note was a poorly written request for a new checkbook (O'Brien, 1959).The aftereffects of malformed print are usually not so bizarre. Nonetheless, within today's schools poor handwriting has aptly been dubbed an instructional time thief (Enstrom, 1967). Students with handwriting difficulties often lose considerable time completing assignments, and teachers forfeit precious time attempting to grade papers marred by illegible letters and words. Poor penmanship is a barrier to both expressive writing and spelling achievement (Strickling, 1973). Further, regardless of content, teachers assign higher scores to papers with handwriting of good quality (

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“…In his experimental study on reading comprehension of 4 th grade students, Tosunoğlu (2010) finds out that level of reading comprehension decreases when a different writing style is used other than the one used in writing activities and in reading texts. But in literature, there are also several studies (Otto & Rarick, 1969;Duvall, 1985;Karlsdottir, 1996) concluding that use of either manuscript or cursive handwriting does not make any meaningful difference in reading skills (cited in Schwellnus et al, 2012) …”

mentioning

confidence: 99%

Relationship between Legible Handwriting and Level of Success of Third Grade Students in Written Expression

Bayat

Küçükayar²

2016

Journal of Education and Training Studies

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This study aims to identify third-grade students' performance levels for written expression and handwriting and to find the relationship between these performances. The study is based on relational screening model. It is carried out with 110 third grade students. Students' levels of success in handwriting and in written expression are evaluated with observation forms developed by researchers. The results of the study reveal that third grade students' success in handwriting is good, while their success in written expression is moderate. The relationship between their success level of handwriting and that of written expression is found to be moderate as well.

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Effect of Time of Transition from Manuscript To Cursive Writing upon Subsequent Performance In Handwriting, Spelling, and Reading

Cited by 12 publications

References 3 publications

Print‐script as Initial Handwriting Style II: effects on the development of reading and spelling

Print‐script as Initial Handwriting Style II: effects on the development of reading and spelling

Handwriting Research and Practice: A Unified Approach

Relationship between Legible Handwriting and Level of Success of Third Grade Students in Written Expression

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