Scientific practitioner

Berninger, Virginia W.; Mizokawa, Donald T.; Bragg, Russell M.

doi:10.1016/0022-4405(91)90016-k

Cited by 156 publications

(24 citation statements)

References 17 publications

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“…While HW is not the only means of composing today, pen and paper are still quite common, especially when writing at school (e.g., Gilbert and Graham 2010;Kiuhara et al 2009). Because HW can influence teachers' evaluation of students' written products and may constrain writing development (Berninger et al 1991), it is important to determine how its development can be advanced, and if teaching HW results in better writing. The findings from this meta-analysis demonstrate that explicitly teaching HW not only improves students' HW legibility and fluency, but also enhances their writing.…”

Section: Discussionmentioning

confidence: 99%

“…For example, Berninger, Mizokawa, and Bragg (1991) reported children who experience HW difficulties avoid writing whenever possible and develop a mindset that they cannot write. This is not an insignificant matter, as estimates of difficulty with HW in the elementary grades range from 12 to 44 % (Graham and Weintraub 1996), with boys being at greater risk than girls (Hamstra-Bletz and Blote 1993).…”

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confidence: 97%

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A Comprehensive Meta-analysis of Handwriting Instruction

2015

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While there are many ways to author text today, writing with paper and pen (or pencil) is still quite common at home and work, and predominates writing at school. Because handwriting can bias readers' judgments about the ideas in a text and impact other writing processes, like planning and text generation, it is important to ensure students develop legible and fluent handwriting. This meta-analysis examined true-and quasi-experimental intervention studies conducted with K-12 students to determine if teaching handwriting enhanced legibility and fluency and resulted in better writing performance. When compared to no instruction or non-handwriting instructional conditions, teaching handwriting resulted in statistically greater legibility (ES=0.59) and fluency (ES=0.63). Motor instruction did not produce better handwriting skills (ES=0.10 for legibility and −0.07 for fluency), but individualizing handwriting instruction (ES=0.69) and teaching handwriting via technology (ES= 0.85) resulted in statistically significant improvements in legibility. Finally, handwriting instruction produced statistically significant gains in the quality (ES=0.84), length (ES= 1.33), and fluency of students' writing (ES=0.48). The findings from this meta-analysis provide support for one of the assumptions underlying the Simple View of Writing (Berninger et al., Journal of Educational Psychology, 94, 291-304, 2002): text transcription skills are an important ingredient in writing and writing development.

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Section: Discussionmentioning

confidence: 99%

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confidence: 97%

A Comprehensive Meta-analysis of Handwriting Instruction

2015

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“…In the theoretical model of the developmental constraints on writing acquisition by Berninger, Mizokawa, and Bragg (1991), lower-order neurodevelopmental skills, such as rapid, automatic production of alphabet letters (orthographic-motor integration), may constrain children’s ability to transcribe ideas into written language at the first level of constraint when literacy instruction begins (grades 1–3). After children can acquire automaticity in producing written words, higher-level linguistic processes at the level of the word, the sentence, or discourse structure are thought to constrain the composition process at the second level of constraint among intermediate grade children (grades 4–6).…”

Section: Introductionmentioning

confidence: 99%

“…Based on the model of the developmental constraints on writing acquisition (Berninger et al, 1991), it was hypothesized that syntactic skills, a higher level linguistic skills, were only influential in higher grades but not among students in early grades. In view of the complexity of the Chinese writing system, transcription skills were expected to play an important role in text writing even in more advanced grades as it takes longer time for Chinese writers to attain automaticity in the mechanics of writing.…”

Section: Introductionmentioning

confidence: 99%

Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students

Yeung

Chan

et al. 2012

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The present study is a four-year longitudinal study examining the important predictors of writing of 340 Chinese children in elementary grades. Children’s transcription skills (handwriting skills and spelling), and syntactic skills in grade 1 were significant predictors of text writing in grade 1–4 while ideation in grade 1 only contributed to text writing in grade 2. Stroke order knowledge was shown as an important handwriting skill in Chinese reflecting the characteristics of the Chinese orthography. A model of Chinese writing in early elementary grades was proposed. In the model, orthographic knowledge, morphological awareness and handwriting skills are proposed to contribute to spelling which is correlated with text writing. Handwriting skills, ideation, and syntactic skills were found to contribute to text writing. Path analysis results suggest that the longitudinal relationship between spelling and text writing is bidirectional.

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“…Furthermore, handwriting difficulties can seriously hamper the ability of young children to express ideas in text (Berninger & Swanson, 1994;De La Paz & Graham 1995;Graham, 1990). They also seem to interfere with content generation, especially for young children who were still mastering this skill, and leads some beginning writers to avoid writing and to develop negative attitudes toward writing (Berninger, 1999;Berninger, Mizokawa, & Bragg, 1991;Graham, 1999). McCutchen (1995) proposed that transcription skills such as handwriting place considerable processing demands on beginning writers such that they minimize the use of other writing processes, for example, planning and revising.…”

Section: Why Is Handwriting Important?mentioning

confidence: 97%

In-depth analysis of handwriting curriculum and instruction in four kindergarten classrooms

2009

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The quality of handwriting curriculum and instructional practices in actual classrooms was investigated in an in-depth case study of four inner city kindergarten classrooms using quantitative and qualitative methods. The handwriting proficiency of students was also evaluated to assess the impact of the instructional practices observed. The findings suggest that even though teachers employ a number of effective strategies, there is room for improvement in implementing effective, research-approved handwriting instruction. In particular, daily, explicit instruction, writing for fluency, writing from memory, and use of selfevaluation are areas that need improvement. Results indicate that the lack of emphasis on these practices impacted the quality of teaching and learning of handwriting skills. Future research is needed on the impact of teacher training, use of an assessment tool that objectively assesses students' handwriting, use of reading and handwriting curriculum that complement and reinforce one another, and the effectiveness of research-based strategies in practice.

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Scientific practitioner

Cited by 156 publications

References 17 publications

A Comprehensive Meta-analysis of Handwriting Instruction

A Comprehensive Meta-analysis of Handwriting Instruction

Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students

In-depth analysis of handwriting curriculum and instruction in four kindergarten classrooms

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