Who Are the Better Writers-The Left-Handed or the Right-Handed?

Groff, Patrick

doi:10.1086/460187

Cited by 20 publications

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“…The practice of introducing manuscript first and then switching to cursive writing has not been without controversy, though. Some educators have challenged the desirability of the switch, leading to the recommendation that only manuscript be taught (Groff, 1964;Templin, 1963) or the more controversial advice that cursive be emphasized from the start (cf. Early, 1973).…”

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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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confidence: 99%

Issues in Handwriting Instruction

Graham¹

1992

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“…Initially, the student's quality of penmanship is poor, gradually improving with practice (Andersen, 1969;Covert, 1953;Groff, 1964). Similarly, speed in writing increases from about 36 letters per minute in grade two to 50-72 letters per minute in grade six (Freeman, 1915a;Groff, 1961 ).…”

Section: Development Of Handwriting Skillsmentioning

confidence: 99%

“…Boys are more likely than girls to dislike handwriting. Moreover, girls are often better handwriters than are boys (Andersen, 1969;Gates & LaSalle, 1924;Groff, 1964;Horton, 1969;Lewis, 1964;Love, 1965;Trankell, 1956).…”

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Handwriting Research and Practice: A Unified Approach

Graham¹,

Miller²

2018

Exceptional

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A man walked into a New England bank and shoved a. piece of paper under one of the teller's windows. The teller carefully examined the note, then kicked the alarm button. Within minutes police officers converged on the scene and arrested the man. They later discovered that the suspect was a respected businessman suffering from laryngitis and illegible handwriting. The note was a poorly written request for a new checkbook (O'Brien, 1959).The aftereffects of malformed print are usually not so bizarre. Nonetheless, within today's schools poor handwriting has aptly been dubbed an instructional time thief (Enstrom, 1967). Students with handwriting difficulties often lose considerable time completing assignments, and teachers forfeit precious time attempting to grade papers marred by illegible letters and words. Poor penmanship is a barrier to both expressive writing and spelling achievement (Strickling, 1973). Further, regardless of content, teachers assign higher scores to papers with handwriting of good quality (

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“…Outras três investigações não encontraram nenhuma diferença entre destros e canhotos, ou na qualidade ou na velocidade da escrita (Groff, 1964;Pyle & Drouin, 1932;Smith & Reed, 1959). Quando a postura passou a ser considerada, Enstrom (1962) aplicou uma escala padronizada de proficiência na escrita e, em relação aos canhotos invertidos, os NIs obtiveram os escores mais altos.…”

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Desempenho na escrita em destros e canhotos em relação ao sexo e à postura

Silveira¹,

Martin²

2004

Inter. Psicol.

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A postura invertida para escrever, usada por muitos canhotos, de acordo com a teoria de adaptação técnica, originou-se da necessidade de adaptação às exigências abdutivas implícitas na ortografia romana. No entanto, muitos educadores a julgam prejudicial e, considerando a sua adoção como geradora de problemas físicos e escrita ilegível, não recomendam o uso da postura invertida. Para averiguar a associação da postura invertida a problemas físicos naqueles que a adotam, comparou-se o desempenho gráfico de alunos invertidos e não invertidos. Verificou-se que nenhum problema físico ocorreu em conseqüência da adoção desse tipo postura invertida. Em termos de qualidade e velocidade, no desempenho cursivo, as alunas superaram os alunos. Embora os canhotos invertidos tenham apresentado maior lentidão na escrita, o nível de qualidade permaneceu igual aos outros grupos. Os resultados não sustentam a hipótese de que a postura invertida cause problemas físicos ou resulte em escrita inferior e, portanto, não justifica a prática pedagógica de desencorajar a sua adoção pelos alunos canhotos. Palavras-chave: canhotismo; postura para escrever; diferenças de gênero.

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Who Are the Better Writers-The Left-Handed or the Right-Handed?

Cited by 20 publications

References 3 publications

Issues in Handwriting Instruction

Issues in Handwriting Instruction

Handwriting Research and Practice: A Unified Approach

Desempenho na escrita em destros e canhotos em relação ao sexo e à postura

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