HANDWRITING A Writer’s Tool Chapter 13

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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)

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

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)