The impact of supplemental handwriting and spelling instruction with first grade students who do not acquire transcription skills as rapidly as peers: a randomized control trial

Graham, Steve; Harris, Karen R.; Adkins, Mary

doi:10.1007/s11145-018-9822-0

Cited by 32 publications

(15 citation statements)

References 25 publications

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“…Three, we controlled for attitude towards writing. Students' motivational beliefs such as attitude towards writing influence how much effort they apply and what actions they initiate (Ekholm et al, 2018;Graham, 2018a), affecting their fluency with handwriting and their writing performance (e.g., Camacho et al, 2021;Graham et al, 2018;Limpo, et al, 2020a). Four, we controlled for variance due to students' language background (i.e., Norwegian was students' first language, second language, or they were bilingual with Norwegian being one of the languages a child spoke).…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

Handwriting fluency and the quality of primary grade students’ writing

et al. 2021

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Until children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is the largest study to date (2596 girls, 2354 boys) assessing the association between handwriting fluency and writing quality. We tested whether handwriting fluency made a statistically unique contribution to predicting primary grade students’ writing quality on a functional writing task, after variance due to attitude towards writing, students’ language background (L1, L2, bilingual), gender, grade, and nesting due to class and school were first controlled. Handwriting fluency accounted for a statistically significant 7.4% of the variance in the writing quality of primary grade students. In addition, attitude towards writing, language background, grade and gender each uniquely predicted writing quality. Finally, handwriting fluency increased from one grade to the next, girls had faster handwriting than boys, and gender differences increased across grades. An identical pattern of results were observed for writing quality. Directions for future research and writing practices are discussed.

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Section: Theoretical Underpinningsmentioning

confidence: 99%

Handwriting fluency and the quality of primary grade students’ writing

et al. 2021

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“…We examined the fourth proposition, teaching text transcription skills enhances students' writing, in two ways. First, we conducted multiple studies where handwriting, spelling, or both were taught to young children experiencing difficulties learning these transcription skills (Berninger et al, 1997;Berninger et al, 2002;Graham, Harris, & Atkins, 2018;Graham et al, 2002). In all of these studies, instruction improved handwriting and spelling, but the effects of this instruction on other aspects of writing were mixed.…”

Section: All Dogs Go To Heavenmentioning

confidence: 99%

Through the looking glass: Reflections of a writing scholar

Graham

2021

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The Acquired Knowledge series provides veteran academics, like myself, a soapbox from which to brandish their accomplishments, failures, and lessons they presumably learned. It can be foolish and maybe a tad dangerous to offer an old dog a platform from which to bark. But here we are. I will try my best not to be dangerous. I make no promises about folly and banality.Start at the BeginningIn the 1951 movie, Alice in Wonderland, the March Hare and the Mad Hatter give advice about how to tell a story – simply put: “Start at the beginning.” So here we go. (Hopefully the folly meter is not ticking upward yet.)

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“…A partir de la revisión empírica realizada se ha corroborado que su instrucción formal mejora la legibilidad, la fluidez, la longitud y la calidad global de los textos (Santangelo & Graham, 2016). En concreto, seis prácticas instruccionales en caligrafía han corroborado su eficacia (ver Tabla 2) siendo muchas de ellas utilizadas en la literatura reciente (Graham, Harris, & Adkins, 2018;Limpo, Parente, & Alves, 2018;Wolf, Abbott, & Berninger, 2017) La primera es el modelado, donde el instructor escribe las letras frente a la clase para que el alumnado observe el orden y dirección del trazo. En Educación Infantil y los primeros cursos de primaria es efectivo combinado con instrucciones verbales, mientras que a partir de 3º de primaria la mera observación mejora la legibilidad y fluidez (Graham & Weintraub, 1996;Hoy et al, 2011).…”

Section: Prácticas Instruccionales Focalizadas En Los Procesos Caligráficosunclassified

El Modelo De Respuesta a La Intervención en Escritura: Revisión De Medidas De Evaluación Y Prácticas Instruccionales

2020

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La evidencia científica sitúa el modelo de Respuesta a la Intervención como el enfoque clave para la prevención y diagnóstico de las Dificultades de Aprendizaje Específicas en Escritura. La formación del psicólogo educativo en torno a la instrucción en competencia escrita y la monitorización del progreso del alumnado resulta fundamental para desarrollar su labor de orientación al profesorado en la aplicación eficiente de dicho modelo. En este estudio se presenta una revisión internacional de las dos dimensiones clave del modelo: las medidas de evaluación de las habilidades escritoras sensibles al cambio y las prácticas instruccionales empíricamente validadas para la mejora de la competencia escrita. A partir de la revisión de 34 artículos, se analizan la idoneidad de las medidas y tareas de evaluación a utilizar y se discuten las prácticas instruccionales eficaces según el proceso cognitivo de la escritura en el que se focalizan: ortografía, caligrafía o procesos cognitivo de orden superior. Palabras clave: Prevención, Dificultades de aprendizaje, Escritura, Respuesta a la intervención, Evaluación de la escritura, Instrucción en escritura.Scientific evidence points to the Response to Intervention Model as a key approach to the identification and prevention of learning disabilities in writing. In order to guide teachers in the successful implementation of this model, educational psychologists need to receive training in writing instruction and how to monitor students' progress. In this study, we present an international literature review on the two key dimensions of the model: writing assessment measures that are sensitive to change and empirically validated instructional practices to improve writing competence. Based on the 33 papers reviewed, we analyze the suitability of assessment measures and tasks and discuss several instructional practices according to their focus in a specific writing cognitive process: spelling, handwriting, and high-level cognitive processes.

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The impact of supplemental handwriting and spelling instruction with first grade students who do not acquire transcription skills as rapidly as peers: a randomized control trial

Cited by 32 publications

References 25 publications

Handwriting fluency and the quality of primary grade students’ writing

Handwriting fluency and the quality of primary grade students’ writing

Through the looking glass: Reflections of a writing scholar

El Modelo De Respuesta a La Intervención en Escritura: Revisión De Medidas De Evaluación Y Prácticas Instruccionales

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