Word Processing Programs:survival Tools for Children With Writing Problems

Glazer, Susan Mandel; Curry, Diane

doi:10.1080/0748763880040304

Cited by 12 publications

(7 citation statements)

References 3 publications

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“…For students who have a LD in written expression, many effective accommodations and interventions are available to assist with the writing disability. These include using a keyboard, word processor, and other assistive technology for written work; reducing writing requirements; modifying tests and assignments (e.g., giving multiple choice and true/false questions instead of essay questions); providing class notes and outlines so the students do not need to rely solely on their own note taking; allowing dictated performance and testing; and teaching structured writing strategies, such as organizing, planning, and proofing (Danoff, Harris & Graham, 1993;Glazer & Curry, 1988;Graham, 1990;Graham, Harris, & Larsen, 2001;Keefe & Candler, 1989;Kerchner & Kistinger, 1984;Lane & Lewandowski, 1994;MacArthur, 1996MacArthur, , 2000MacArthur & Graham, 1987;McNaughton, Hughes, & Ofiesh, 1997;Sawyer, Graham, & Harris, 1992;Vaughn, Gersten, & Chard, 2000). Children with neurobiological disorders (Bipolar Disorder, ADHD, ADD, Autism, and Spina Bifida) had similarly high overall LD percentages (60-79%), with written expression the most common LD type.…”

Section: Discussionmentioning

confidence: 99%

Frequency of reading, math, and writing disabilities in children with clinical disorders

Mayes

Calhoun

2006

Learning and Individual Differences

252

171

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Section: Discussionmentioning

confidence: 99%

Frequency of reading, math, and writing disabilities in children with clinical disorders

Mayes

Calhoun

2006

Learning and Individual Differences

252

171

View full text Add to dashboard Cite

“…Furthermore, other authors have hypothesized that poor handwriting may affect students' self-perception (Askov & Peck, 1987;Glazer & Curry, 1988;Groff, 1984;Phelps & Stempel, 1987). As such, the low handwriting ability of whole language students may have ramifications both in regards to motivation to produce written work as well as for self-esteem.…”

Section: Discussionmentioning

confidence: 94%

A Comparison of Children's Handwriting Under Traditional vs. Whole Language Instruction

Goldberg¹,

Simner

1999

Canadian Journal of School Psychology

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The current study compared the speed and legibility of handwriting produced by children exposed to either traditional instruction (TI) or whole-language instruction (WLI) in an attempt to determine whether children who received traditional, intensive classroom instruction in handwriting produce more legible andfaster handwriting. Forty-four TI students in lower (4 & 5) and upper (7 & 8) grades were matched with WLI students on the basis of chronological age, sex, grade, and dominant hand. All participants provided three writing samples exemplifying their best cursive writing, their usual cursive writing, and their handwriting under the pressure of speed. Samples were codedfor legibility using the Test ofLegible Handwriting (Larsen & Hammill, 1989), and a total word count was computedfor speeded samples. The majorfindings showed that the TI children produced more legible handwriting than did WLI students, were able to write significantly more words under time pressure, and that these differences between the groups did not diminish with increased grade/age. The practical implications of the results are discussed, particularly the findings related to speed of transcription. Specifically noted in the discussion is the relationship between the automaticity of writing and compositional fluency that has emerged in recent research.La presente etude vise a comparer la vitesse et la lisibilite de lIecriture d'enfants exposes soit a une methode d'enseignement de la langue traditionnelle (TI) ou a une methode globale (WLI), dans le but de determiner si les enfants exposes a une me6thode d'enseignement traditionnelle, intensive et en classe, ecrivent plus rapidement et de faVon plus lisible. Quarante-quatre eleves TI de 4me et 5me anne6e et de 7me et 8me annee ont et6 jumeles a des eleves WLI selon leur age chronologique, sexe, niveau scolaire, et main dominante. Tous les participants ont fourni trois echantillons e'crits representant leur meilleure e6criture cursive, leur ecriture cursive ordinaire, et leur ecriture lorsque chronometr6s. Les 6chantillons ont ete codes pour la lisibilite selon le Atest de l"ecriture lisible@ (Larsen & Hammil, 1989), et un total du nombre de mots a 6te enregistre pour les echantillons ecrits lorsque chronometres. Les resultats montrent que les enfants TI ont produit une ecriture plus lisible que les enfants WLI, et ont ete capables de

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“…There is a need to collect intervention information concerning the three handwriting error patterns to determine the most appropriate direct and indirect methods. Without appropriate intervention, children with handwriting difficulty continue to indicate poor legibility (Gerard & Junkala, 1980) or they may develop secondary negative effects on productivity, achievement and self-esteem (Bergman & McLaughlin, 1988;Glazer & Curry, 1988;Phelps & Stempel, 1987). The challenge to specify remedial methods matched to the type of handwriting difficulty remains.…”

Section: Discussionmentioning

confidence: 96%

“…This support may require intervention aimed at underlying abilities as Laszlo and Bairstow (1984) indicate or it may include reducing the demands of written communication (i.e., reduce the amount, scribing assistance, use of computers or typewriters). Such intervention may assist the child to avoid secondary effects on self-esteem, productivity, and achievement (Bergman & McLaughlin, 1988;Glazer & Curry, 1988;Phelps & Stempel, 1987).…”

Section: Discussionmentioning

confidence: 98%

“…Illegible or labourious handwriting can affect the productivity, achievement and self-esteem of these children (Bergman & McLaughlin, 1988;Glazer & Curry, 1988;Phelps & Stempel, 1987). The pervasive effect of poor handwriting makes it important for therapists to seek a clear understanding of the nature of handwriting problems so that effective intervention for these children can be identified.…”

mentioning

confidence: 98%

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Handwriting Error Patterns of Children with Mild Motor Difficulties

Malloy-Miller¹,

Polatajko²,

Anstett³

1995

Can J Occup Ther

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A large proportion of children referred to school-based occupational therapists experience difficulty with handwriting. Illegible handwriting is found to have secondary effects on school achievement and selfesteem. The purpose of this study was to identify handwriting error patterns of children with mild motor difficulties and to examine the relationship between handwriting error patterns and perceptual-motor abilities. Sixty-six children aged 7 to 12 years old with mild motor difficulties were involved in the study.The results indicated three possible handwriting error patterns: (1) Execution Factor; (2) Aiming Factor ; (3) Visual-Spatial Factor. The Execution Factor was associated with visual-motor skill and sensory discrimination; the Aiming Factor was correlated with visual-motor and fine-motor performance. There were no significant associations with perceptual-motor abilities for the Visual-Spatial Factor. RÉSUMÉ Un grand nombre d'enfants amenés â consulter les ergothérapeutes en milieu scolaire, éprouvent des difficultés d'écriture. Une écriture illisible peut avoir des effets secondaires sur le rendement scolaire et l'estime de soi. Cette étude a pour but d'identifier les types d'erreurs d'écriture chez les enfants présentant de légères difficultés motrices et d'examiner la relation entre le type d'erreur et les habiletés perceptuelles motrices. Soixantesix enfants âgés de 7 12 ans présentant des difficultés motrices légères ont participé cette étude. Les résultats indiquent trois profils d'erreurs possibles: (1) le facteur d'exécution; (2) le facteur de visée; (3) le facteur visuo-spatial. Le facteur d'exécution a été associé aux habiletés visuo-motrices et â la discrimination sensorielle; le facteur de visée a été associé au rendement visuo-moteur et la motricité fine. Le facteur visuo-spatial n'a pu être associé de façon significative aux habiletés perceptuelles motrices. Theresa Malloy-Miller, M.Sc., B.Sc., OT(C).

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Word Processing Programs:survival Tools for Children With Writing Problems

Cited by 12 publications

References 3 publications

Frequency of reading, math, and writing disabilities in children with clinical disorders

Frequency of reading, math, and writing disabilities in children with clinical disorders

A Comparison of Children's Handwriting Under Traditional vs. Whole Language Instruction

Handwriting Error Patterns of Children with Mild Motor Difficulties

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