Handwriting at Grade 3: More Than a Matter of ‘Neatness’

Abstract

This article reports on the role of the quality and fluency of handwriting and spelling on the writing outcomes for 222 Grade 3 students who attend a large, public school in a major urban center in Canada. Findings indicate that control over the exigencies of handwriting, and fluency account for a large proportion in the variability of quality writing outcomes. Spelling is important, but only indirectly, in predicting the quality writing outcomes. Samples of student work are provided to illustrate the quality standards for handwriting. We advocate for sustained attention to handwriting instruction, effortful practice and increased opportunities to write in a variety of genres for meaningful and authentic purposes.