Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition.
Abstract
Almost 700 children were screened to identify 144 1st graders at risk for handwriting problems who were randomly assigned to 1 of 6 treatment conditions. Treatment was delivered to groups of 3 that met twice a week in 20-min sessions until they completed 24 lessons. Five groups received 10 min of different kinds of handwriting instruction. The contact control group received 10 min of phonological awareness training. All 6 groups composed and shared their writing for 10 min. Converging evidence across multiple measures showed that combining numbered arrows and memory retrieval was the most effective treatment for improving both handwriting and compositional fluency (composing with time limits). Thus instruction aimed at improving transcription transfers to improved text generation in beginning writers.
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The skill of automaticity is associated with higher quality and longer length of writing products in high school and college.
“notably, the skill of automaticity is associated with higher quality and longer length of writing products in high school and college (19,20).”
From Disorder of written expression and dysgraphia: definition, diagnosis, and management (2020) · cites this paper as [19]
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Contribution of spelling instruction to the spelling, writing, and reading of poor spellers.
Graham, S., Harris, K. R., & Chorzempa, B. F. (2002) · Journal of Educational Psychology · doi:10.1037/0022-0663.94.4.669 · Cited by 299 · see citing works
Self-citationDisorder of written expression and dysgraphia: definition, diagnosis, and management
Chung, P. J., Patel, D. R., & Nizami, I. (2020) · Translational Pediatrics · doi:10.21037/tp.2019.11.01 · Cited by 175 · see citing works
“, reviewing video models instead of static guides (42) and using placeholder pens without ink (43)].”
MethodHighlights of Programmatic, Interdisciplinary Research on Writing
Berninger, V. W. (2009) · Learning Disabilities Research & Practice · doi:10.1111/j.1540-5826.2009.00281.x · Cited by 135 · see citing works
Self-citationHigh levels of contextual interference enhance handwriting skill acquisition
Ste-Marie, D. M., Clark, S. E., Findlay, L. C., & Latimer, A. E. (2004) · Journal of Motor Behavior · doi:10.3200/jmbr.36.1.115-126 · Cited by 85 · see citing works
- Authors
- Berninger, V. W., Vaughan, K. B., Abbott, R. D., Abbott, S. P., Rogan, L. W., Brooks, A., Reed, E., & Graham, S.
- Affiliations
- University of Washington (US)
- University of Maryland, College Park (US)
- Venue
- Journal of Educational Psychology
- Published
- 1997-12
- Volume
- 89
- Issue
- 4
- Pages
- 652-666
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2006593880
- Cited by
- 411
- References
- 0
- Citations by year
- 2026: 4 · 2025: 8 · 2024: 13 · 2023: 13 · 2022: 13 · 2021: 22 · 2020: 17 · 2019: 13 · 2018: 18 · 2017: 20 · 2016: 33 · 2015: 22 · 2014: 21 · 2013: 25 · 2012: 19
- FWCI
- 39.94
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Education › Writing and Handwriting Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- novice writers, handwriting instruction, transfer of learning, composition, phonological awareness, memory retrieval, first grade students, text generation
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