| Title |
Effective beginning handwriting instruction: multi-modal, consistent format for 2 years, and linked to spelling and composing
|
|---|---|
| Published in |
Reading and Writing, July 2016
|
| DOI | 10.1007/s11145-016-9674-4 |
| Pubmed ID | |
| Authors |
Beverly Wolf, Robert D. Abbott, Virginia W. Berninger |
| Abstract |
In Study 1, the treatment group (N = 33 first graders, M = 6 years 10 months, 16 girls) received Slingerland multi-modal (auditory, visual, tactile, motor through hand, and motor through mouth) manuscript (unjoined) handwriting instruction embedded in systematic spelling, reading, and composing lessons; and the control group (N =16 first graders, M = 7 years 1 month, 7 girls) received manuscript handwriting instruction not systematically related to the other literacy activities. ANOVA showed both groups improved on automatic alphabet writing from memory; but ANCOVA with the automatic alphabet writing task as covariate showed that the treatment group improved significantly more than control group from the second to ninth month of first grade on dictated spelling and recognition of word-specific spellings among phonological foils. In Study 2 new groups received either a second year of manuscript (N = 29, M = 7 years 8 months, 16 girls) or introduction to cursive (joined) instruction in second grade (N = 24, M = 8 years 0 months, 11 girls) embedded in the Slingerland literacy program. ANCOVA with automatic alphabet writing as covariate showed that those who received a second year of manuscript handwriting instruction improved more on sustained handwriting over 30, 60, and 90 seconds than those who had had only one year of manuscript instruction; both groups improved in spelling and composing from the second to ninth month of second grade. Results are discussed in reference to mastering one handwriting format before introducing another format at a higher grade level and always embedding handwriting instruction in writing and reading instruction aimed at all levels of language. |
X Demographics
The data shown below were collected from the profiles of 4 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Canada | 1 | 25% |
| Unknown | 3 | 75% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 4 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 46 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 46 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 9 | 20% |
| Student > Ph. D. Student | 7 | 15% |
| Student > Bachelor | 4 | 9% |
| Student > Doctoral Student | 3 | 7% |
| Researcher | 3 | 7% |
| Other | 4 | 9% |
| Unknown | 16 | 35% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 9 | 20% |
| Social Sciences | 5 | 11% |
| Nursing and Health Professions | 4 | 9% |
| Arts and Humanities | 3 | 7% |
| Neuroscience | 2 | 4% |
| Other | 6 | 13% |
| Unknown | 17 | 37% |
Attention Score in Context
This research output has an Altmetric Attention Score of 3. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 08 November 2018.
All research outputs
#7,942,395
of 23,911,072 outputs
Outputs from Reading and Writing
#243
of 797 outputs
Outputs of similar age
#131,958
of 369,685 outputs
Outputs of similar age from Reading and Writing
#5
of 22 outputs
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We're also able to compare this research output to 22 others from the same source and published within six weeks on either side of this one. This one has gotten more attention than average, scoring higher than 72% of its contemporaries.