The Effects of Tracing Prompts and Discrimination Training on Kindergarten Handwriting Performance

Abstract

This study investigated the effects of two kinds of letter formation practice and a form of letter discrimination training on the handwriting performance of approximately fifty kindergarten children. After being pretested, Ss were randomly assigned to four treatment groups: (1) copying only, (2) faded tracing only, (3) copying and letter discrimination training, and (4) faded tracing and letter discrimination training. After 10 weeks of instruction, it was found that the letter formation behavior of all groups had improved significantly. However, Ss who had received copying exercises performed significantly better than those who had received faded tracing exercises. Letter discrimination training had no effect on letter formation performance.