HANDWRITING A Writer’s Tool

1. HANDWRITINGA Writer’s Tool Chapter 13

2. Handwriting • Handwriting is the formation of alphabetic symbols on paper • Instruction emphasizes legibility • Instruction emphasizes fluency • Handwriting should be kept in perspective

3. Handwriting Forms • Traditional Manuscript / printing (Figure 13-6 – p. 448) • Advantages • Young children lack eye-hand coordination necessary for cursive • Similar to type style in primary-level reading books • Disadvantages • Reversal of b / d • Students must learn two totally kinds of handwriting within several years

4. Handwriting Forms • Cursive / connected (Figure 13-6 – p. 449) • Advantages • Continuous movement • Children view as grown-up handwriting • Children’s awareness and interest in imitating are indicators of readiness for cursive

5. Handwriting Forms • D’Nealian (Figure 13-7 – p. 450) • Innovation manuscript • Uses same basic forms children need for cursive • Designed to increase legibility and fluency • Ease of transition from manuscript to cursive • Research has not documented it is better that traditional

6. Children’s Handwriting Development • Handwriting in kindergarten • Interest in writing is stimulated • Develop ability to hold writing instruments • Print letters of the alphabet • Experiment with writing using paper, pencils, pens, crayons, paintbrushes • Instruction in holding pencil and forming letters correctly is necessary

7. Children’s Handwriting Development • Formal handwriting instruction begins in first grade • Children learn to form manuscript letters, to space, and elements of legibility • Place what is to be copied close to child

8. Children’s Handwriting Development • Children should create own writing or possibly copy interactive writing compositions or Language Experience stories • Wide-lined paper with dotted midline is typically used

9. Children’s Handwriting Development • Graham (1992) reported that beginner (fat) pencils are not better than regular size pencils for young children • Regular size pencils have erasers and children prefer to use regular pencils • No evidence to support that specially shaped pencils and small writing aids that slip onto pencils improve grips

10. Children’s Handwriting Development • Instruction in cursive typically occurs in the first semester of third grade • Lowercase letters are taught first, then connecting strokes • Time of transition is usually dictated by tradition – not sound educational theory • All students in a school or district are introduced to cursive at the same time • Cursive does not replace manuscript

11. Children’s Handwriting Development • Better to introduce cursive in first or second grades if students show early interest and are developmentally ready • Debate of when to introduce cursive continues

12. Children’s Handwriting Development • Sequence of Handwriting Development – p. 453 • Best taught in minilessons • Observing the teacher model is better than copying models that have already been written

13. Teaching Handwriting:Elements of Legibility • Letter formation • Size and proportion • Spacing • Slant • Alignment • Line quality

14. The Left-Handed Writer • Handedness is typically developed by age 5 • Teachers, with help from parents, must help children who haven’t develop handedness to consistently use one hand for handwriting and other fine motor activities • If not, neither hand will develop fine-motor control required for handwriting

15. The Left-Handed Writer • Difference in right- and left-handed writing is physical orientation • Avoid allowing left-handed children to adopt the “hook” position

16. The Left-Handed Writer • Hold pencils at least 1.5 inches from the tip • Do not “hook” the hand—practice on a vertical surface (place handwriting paper or classroom dry-erase board)

17. The Left-Handed Writer • Tilt paper slightly to the right (right-handed tilt paper to left); • using masking tape on desk to indicate proper amount of tilt is helpful • Avoid more than a 45 degree angle for slant of letters

18. Correcting Problems • Have students use the six elements of legibility to diagnose problems • Checklist for Assessing Manuscript Handwriting – p. 458 • Involve students in developing checklists • Handwriting influences teacher evaluation and grading (Graham, 1992)