Neatness counts: Effects of direct instruction and self-monitoring on the transfer of neat-paper skills to nontraining settings

Anderson‐Inman, Lynne; Paine, Stan C.; Deutchman, Leslie

doi:10.1016/0270-4684(84)90037-5

“…The handwriting performance of both students remained above baseline levels, even when the self-assessment procedures were no longer in place. Anderson-Inman, Paine, and Deutchman (1984) taught 15 special students (ages 10 to 12) nine skills for making their papers neater (e.g., good erasures) during a morning period in their special education classroom. A1-though directly teaching neatness skills had little effect on the appearance of assignments produced in later periods, the addition of a self-evaluation checklist to the instructional regime promoted transfer on the neatness skills targeted for instruction.…”

Section: Self-regulation Proceduresmentioning

confidence: 99%

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

Graham

¹

,

Weintraub

²

1996

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“…Several recent studies (Anderson-Inman et al, 1984;Blandford & Lloyd, 1987), though, have focused on more authentic tasks such as journal writing. This promising trend needs to continue to determine if selfevaluation can have a positive impact on the neatness, slant, line quality, and so forth of children's regular writing.…”

Section: Self-evaluationmentioning

confidence: 99%

“…Researchers have shown that the handwriting performance of these students can be improved when self-evaluation techniques, such as transparent overlays or circling correctly formed letters and words, are used in combination with other instructional procedures (Anderson-Inman, Paine, & Deutchman, 1984;Blandford & Lloyd, 1987;Fauke, Burnett, Powers, & Sulzer-Azeroff, 1973;Kosiewicz, Hallahan, & Lloyd, 1981;Kosiewicz, Hallahan, Lloyd, & Graves, 1982;Stowitschek, 1978;Stowitschek, Ghezzi, & Safely, 1987). Similarly, the number of letters practiced and on-task behavior of inattentive students can be improved by cuing them to monitor their attentional behavior (Hallahan, Lloyd, Kosiewicz, Kauffman, & Graves, 1979;McLaughlin, 1983).…”

Section: Self-evaluationmentioning

confidence: 99%

Issues in Handwriting Instruction

Graham¹

1992

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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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“…For students with special needs, self-evaluation procedures may be especially useful. Researchers have shown that the handwriting performance of these students can be improved when self-evaluation techniques, such as transparent overlays or circling correctly formed letters and words, are used in combination with other instructional procedures (Anderson-Inman, Paine, & Deutchman, 1984;Blandford & Lloyd, 1987;Fauke, Burnett, Powers, & Sulzer-Azeroff, 1973;Kosiewicz, Hallahan, & Lloyd, 1981;Kosiewicz, Hallahan, Lloyd, & Graves, 1982;Stowitschek, 1978;Stowitschek, Ghezzi, & Safely, 1987). Similarly, the number of letters practiced and on-task behavior of inattentive students can be improved by cuing them to monitor their attentional behavior (Hallahan, Lloyd, Kosiewicz, Kauffman, & Graves, 1979;McLaughlin, 1983).…”

Section: Self-evaluationmentioning

confidence: 99%

Issues in Handwriting Instruction

Graham¹

1992

View full text Add to dashboard Cite

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.

show abstract

Neatness counts: Effects of direct instruction and self-monitoring on the transfer of neat-paper skills to nontraining settings

Cited by 15 publications

References 11 publications

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

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

Issues in Handwriting Instruction

Issues in Handwriting Instruction

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