1. Writing Strategy Report By Kate Rivingston Neumann University Bonner-EDU 558

2. Where the Strategy was found Started at www.ldonline.org, reading articles on Dysgraphia: See handout article, Dysgraphia Accommodations and Modifications by Susan Jones (1999). Some common Signs:www.ldonline.org Generally illegible writing, despite appropriate time and attention Inconsistencies: mixtures of print and cursive, upper and lower case Unfinished words or letters, omitted words Inconsistent position on page with respect to lines and margins, and spaces between letters Cramped or unusual pencil grip, or strange wrist or body position Talking to self while writing, or carefully watching hand that is writing Slow or labored writing – even if it is legible Content doesn’t reflect the students other skills in language Under the Remediation section of the article, the Handwriting Without Tears Program was mentioned. Looked at http://www.hwtears.com/

3. Handwriting Without Tears Program Multisensory Lessons (especially in early grades) Handwriting Without Tears® helps children develop their writing skills through multisensory play. Activities with the Wood Pieces Set, Capital Letter Cards, Mat, Roll-A-Dough Letters™, Stamp and See Screen™, CDs, Slate Chalkboard, and Blackboard use all of the senses to teach directionality, vocabulary and imitation, positioning, and sequencing skills. Children move, touch, feel, and manipulate real objects as they learn the habits and skills essential for writing. Other multisensory lessons in the teachers’ guides use voices, letter stories, door tracing, imaginary writing, and mystery letters to teach letter formation and placement on lines. (www.hwtears.com)

4. More description of the Strategy Review and Mastery Mastery of concepts is reinforced with special Review and Mastery activities throughout student workbooks. The sections follow a group of letters and focus on reinforcing the formation of all previously taught letters. Learn and Check In all of our workbooks, we teach children to check their letter, word, and sentence skills after new lessons. Letters are checked for correct start, steps, and bumping the lines. Words are checked for correct size, placement, and closeness. Sentences are checked for correct capitalization, word spacing, and punctuation. (www.hwtears.com) Many videos on YouTube-if interested

6. This strategy is supported by the following research The research review on the website: http://www.hwtears.com/files/HWT%20Research%20Review.pdf http://www.hwtears.com/files/HWT%20Research%20Review.pdf Additionally, the website lists supporting research at http://www.hwtears.com/researchreviewreferences, and here are some: http://www.hwtears.com/researchreviewreferences Armitage, D., & Ratzlaff, H. (1985). The non-correlation of printing and writing skills. Journal of Educational Research, 78, (3), 174-177.The non-correlation of printing and writing skills. Asher, A. (2006). Handwriting Instruction in Elementary Schools. American Journal of Occupational Therapy 60, 461-471. Berninger, V.W., Graham, S., & Weintraub, N. (1998). The relationship between handwriting style and speed and legibility. The Journal of Educational Research, 91, 290- 296.Handwriting Instruction in Elementary Schools.The relationship between handwriting style and speed and legibility Berninger, V.W., Vaughn, K.B., Abbott, R., Abbott, S., Rogan, L., Brooks, A., Reed, E., & Graham, S. (1997). Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition. Journal of Educational Psychology, 89, 652-666.Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition Case-Smith, J. (2002). Effectiveness of school-based occupational therapy intervention on handwriting. American Journal of Occupational Therapy 56, 17-25.Effectiveness of school-based occupational therapy intervention on handwriting

7. Will this Strategy work best for one type of student over another Inclusive classroom approach--adopt it and teach it consistently for grades Pre-K through 4 th Focus on hand-strengthening activities in early grades All learners benefit – across grades Add more manipulative activities for those who struggle with writing Intentional instruction with all manipulatives, supported by research Teach cursive writing earlier in the primary grades, since many children find cursive easier, since it has fewer starting points (therefore fewer ways to get “off-track”)

8. Why did you select this strategy I like all the supporting research I like the multi-sensory strategies e.g.-water, sponge, chalk and tissue on little black board frames Letter shapes broken down into simplest forms, then made into wooden manipulatives Re-order the teaching of the letters to build on previous lessons Teaching process flows into cursive instruction