Handwriting Review 1995
 
Handwriting performance and GCSE
concessions.
Mike Conner
For exam success, speed of writing
as well as accuracy is a significant factor, but there is little information
about the level of performance considered average for an age group, and
consequently what level would represent a significant disadvantage in formal
exams. The author describes a study with Year 11 pupils (average age 16
years) from a mainstream comprehensive school and the results in terms
of handwriting speed. The speeds were comparable to similar research, with
an overall average of 17.5 words per minute (w.p.m.) for boys and 18.7
w.p.m. for girls. The author discusses the study and results in terms of
the markedly different w.p.m. scores between the free writing and the exam
based question, and suggests that candidates could be considered at risk
if their scores fall minus 1 sd below the average w.p.m. scores (i.e. 17+
for boys and 18+ for girls).
Assessing writing speed and output:
some current norms and issues.
Jean Alston
Jean Alston discusses the best type
of assessment for assessing speed and gives a brief overview of her article
written for the 1994 Dyslexia Review, Vol. 6, No 2 "Written Output and
Writing Speeds".
To what extent is writing speed
related to other aspects of handwriting?
Nils Sovik
This study investigated the relationship
between writing velocity and the co-ordination of writing movements/rhythm
and also the relationship between writing velocity and the quality of the
written product under test conditions. The results indicated a close relationship
between a good pen hold and well coordinated writing movements and further
between coordinated writing movements and fast writing. In general, fast
writing leads to a more firm, cramped grip that affects co-ordination and
writing rhythm negatively, and also leads to frequency of letter deterioration.
The author suggests that many children are forced to write too fast and
beyond their capacity for writing smoothly and fluently.
Pencils with triangular barrels:
how first year pupils and their teachers view them.
Shelia Henderson, Jean Alston
and Louise Robertson
The objective of the project was to provide Berol company with
information which they could use as part of their decision about the manufacture
of a triangular pencil. The study showed that teachers and children liked the
basic design, but did not show that the pencils directly affected the children's
grip or how well they wrote. The authors suggest that too many of their subjects
had already acquired a tripod grip for any affects to be demonstrable.
The handwriting skills of young
early readers
Di Hughes
This three year study monitored the reading and writing
development of a group of children identified as able to read fluently prior to
entering Reception against a matched group of control children. The data so far
suggests that some of the fluent readers showed average or below average
standards of handwriting.
Evaluation of a handwriting assessment
procedure.
Eve Blair, Jenni Ballantyre,
Sonya Horsman and Peter Chauvel
The authors devised a new test procedure consisting of
eight attributes of writing ability: legibility; letter formation, consistency
of letter size, spacing and of slant, alignment and line quality and speed. It
was thoroughly tested over time and rated by a number of independent assessors.
The conclusion was that the test was a valid test of graphic skills, but did not
address other important aspects of writing such as willingness to write and
writing endurance. These should be considered in any other future evaluations.
A case study of developmental
motor dysgraphia
Deborah Dewey and David Roeltgen
The authors discuss in detail the test finding of an eight
year old boy who suffered a Head injury at four years of age and displays
writing dysgraphia. They challenge some of the cognitive developmental models of
handwriting and suggest that 'before appropriate remediation programmes can be developed
research is needed to investigate the cognitive components that are necessary
for the development of writing skills, and that systematically assesses the
components which break down in children with developmental dysgraphia'.
Vision for writing
Keith Holland
The author is a Optometrist and focuses on the effect of
poorly developed visual skills on the fine motor coordination skills of an
individual, and how to identify a typical signs of a child with visual
difficulties.
Ten reference points for good
handwriting
Prue Wallis Myers
As it says!
When should we introduce children
to joined up handwriting?
Anita Warwick
The author shares her schools experiences in introducing
'joining' from the start.
Handwriting Hints: Advice from
an uncoordinated writer of italic
Kate Gladstone
Kate calls her style of teaching and advice
Handwriting Repair. Her web site can be found on the Links page.
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