Finger-writing intervention impacts the spelling and handwriting skills of children with developmental language disorder: a multiple single-case study

Reybroeck, Marie Van; Michiels, Nathalie

doi:10.1007/s11145-018-9845-6

Cited by 9 publications

(4 citation statements)

References 48 publications

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“…These results, as mentioned above, are consistent with findings showing that handwriting training, compared to typing training, leads to greater improvement in learning letters (Longcamp et al, 2005), words (Cunningham & Stanovich, 1990), and characters (Longcamp et al, 2006). Such results are also in agreement with previous observations that training involving visual–motor integration and hand–eye coordination leads to greater improvement in handwriting quality (Bara & Gentaz, 2011; Vinter & Chartrel, 2010) and to a better intervention effect for children with developmental language disorder (van Reybroeck & Michiels, 2018). Pen exposure can reinforce orthographic-motor memories related to character handwriting (i.e., memories of how a character is serially and structurally composed by radicals and strokes; Bourke et al, 2014; Longcamp et al, 2008), thus leading to fewer TOP and character amnesia states.…”

Section: Discussionsupporting

confidence: 92%

“…In addition, in comparison to motor training (repeatedly copying a letter after viewing the handwriting of the letter) or visual training (repeatedly viewing the handwriting of a letter and then copying the letter), children benefit more from visuomotor training (copying a letter right after viewing its handwriting) for improving the quality of handwritten letters (Vinter & Chartrel, 2010). Finally, there is evidence that handwriting practice using fingers significantly improves the spelling of syllables (van Reybroeck & Michiels, 2018).…”

Section: Empirical Research On Top and Character Amnesia In Chinese Handwritingmentioning

confidence: 99%

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On the tip of the pen: Effects of character-level lexical variables and handwriter-level individual differences on orthographic retrieval difficulties in Chinese handwriting

Huang

Lin

et al. 2021

Quarterly Journal of Experimental Psychology

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In the past decades, Chinese speakers have suffered from difficulties in handwriting, which include tip-of-the-pen (TOP) states (knowing a character but failing to fully handwrite it) and character amnesia in general (a general inability to handwrite a character despite being able to recognize it). The current study presents a systematic empirical investigation of the effects of character-level lexical characteristics and handwriter-level individual differences on TOP, character amnesia and partial orthographic access in TOP states. Using a spelling-to-dictation task, we had 64 participants to handwrite 200 simplified Chinese characters. We showed that, at the lexical level, participants experienced more TOP and character amnesia in handwriting if a character was less frequent, was acquired later in life, was embedded in a less familiar word, or had more strokes; TOP but not character amnesia was additionally affected by phonetic radical order and spelling regularity. At the handwriter level, people also experienced more TOP and character amnesia if they had more digital exposure, less pen exposure, or less print exposure. In a TOP state, partial orthographic access was more likely if a character was acquired later in life, had fewer strokes, or had a left-right or top-down composition or if a handwriter had less digital exposure.

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Section: Discussionsupporting

confidence: 92%

Section: Empirical Research On Top and Character Amnesia In Chinese Handwritingmentioning

confidence: 99%

On the tip of the pen: Effects of character-level lexical variables and handwriter-level individual differences on orthographic retrieval difficulties in Chinese handwriting

Huang

Lin

et al. 2021

Quarterly Journal of Experimental Psychology

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“…Giving up handwriting may affect how future generations learn to read (James and Engelhardt, 2012;Tan et al, 2013). Reducing handwriting instruction and practice may contribute significantly to difficulties in children's reading development (James, 2010;Guan et al, 2011;Tan et al, 2013) and overall writing skills (Daly et al, 2003;van Reybroeck and Michiels, 2018;Guan et al, 2019) in Chinese and Western languages.…”

Section: Introductionmentioning

confidence: 99%

Effect of Handwriting on Visual Word Recognition in Chinese Bilingual Children and Adults

et al. 2021

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In a digital era that neglects handwriting, the current study is significant because it examines the mechanisms underlying this process. We recruited 9- to 10-year-old Chinese children (n = 24), who were at an important period of handwriting development, and adult college students (n = 24), for both behavioral and electroencephalogram (EEG) experiments. We designed four learning conditions: handwriting Chinese (HC), viewing Chinese (VC), drawing shapes followed by Chinese recognition (DC), and drawing shapes followed by English recognition (DE). Both behavioral and EEG results showed that HC facilitated visual word recognition compared to VC, and behavioral results showed that HC facilitated visual word recognition compared to drawing shapes. HC and VC resulted in a lateralization of the N170 in adults, but not in children. Taken together, the results of the study suggest benefits of handwriting on the neural processing and behavioral performance in response to Chinese characters. The study results argue for maintaining handwriting practices to promote the perception of visual word forms in the digital age.

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“…Learning to read cannot be separated from handwriting in literacy development (James and Engelhardt, 2012;Tan et al, 2013;Ehir and Flugman, 2018). Handwriting practice and instruction are also essential to children's writing skills (Daly et al, 2003;van Reybroeck and Michiels, 2018) and reading development in Chinese (Guan et al, 2011(Guan et al, , 2021Tan et al, 2013) and western languages (James, 2010). Nevertheless, there is a dearth of research in handwriting effects of multisensory integration as a pathway to neural specialization for print in terms of word recognition among typical and dyslexic readers across writing systems.…”

Section: Introductionmentioning

confidence: 99%

Curved vs. Straight-Line Handwriting Effects on Word Recognition in Typical and Dyslexic Readers Across Chinese and English

Guan

Wang

et al. 2021

Front. Psychol.

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Handwriting serves to link auditory and motor routines with visual word processing, which is a hallmark of successful reading. The current study aims to explore the effect of multisensory integration as a pathway to neural specialization for print among typical and dyslexic readers across writing systems. We identified 9–10-year-old dyslexic Chinese children (n = 24) and their typically developing counterparts (n = 24) on whom we conducted both behavioral and electroencephalogram (EEG) experiments. We designed four learning conditions: Handwriting Chinese (HC), Viewing Chinese (VC), Drawing followed by Character Recognition in Chinese (D-C), and Drawing followed by Word Recognition in English (D-E). In both handwriting and drawing conditions, we also designed curved vs. straight-line stimuli. Both behavioral and EEG results showed that handwriting straight line strokes facilitated visual word recognition in Chinese compared to handwriting curved lines. Handwriting conditions resulted in a lateralization of the N170 in typical readers, but not the dyslexic readers. Interestingly, drawing curved lines facilitate word recognition in English among dyslexic readers. Taken together, the results of the study suggest benefits of handwriting on the neural processing and behavioral performance in response to Chinese character recognition and curved-line drawing effects on English word recognition among dyslexic readers. But the lack of handwriting effects in dyslexic readers suggest that students who have deficits in reading may also be missing the link between multisensory integration and word recognition in the visual word form areas. The current study results have implications for maintaining handwriting practices to promote perception and motor integration for visual word form area development for normal readers and suggest that drawing practices might benefit Chinese dyslexic readers in reading English.

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Finger-writing intervention impacts the spelling and handwriting skills of children with developmental language disorder: a multiple single-case study

Cited by 9 publications

References 48 publications

On the tip of the pen: Effects of character-level lexical variables and handwriter-level individual differences on orthographic retrieval difficulties in Chinese handwriting

On the tip of the pen: Effects of character-level lexical variables and handwriter-level individual differences on orthographic retrieval difficulties in Chinese handwriting

Effect of Handwriting on Visual Word Recognition in Chinese Bilingual Children and Adults

Curved vs. Straight-Line Handwriting Effects on Word Recognition in Typical and Dyslexic Readers Across Chinese and English

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