Psychology in the Schools · 2013 · 49 citations · 50 references
EducationEducational PsychologyElementary EducationChild DevelopmentReading DevelopmentWriting InstructionEarly Literacy DevelopmentSpelling DevelopmentWriting DevelopmentWriting FluencyWriting SkillsWriting StyleEarly Writing DevelopmentEarly Writing SkillsGrade LevelHandwriting FluencyHandwriting LegibilityHandwriting StylesWriting Learning StyleWriting Speed
An important issue relating to the teaching of handwriting concerns the style that should be learned at school (manuscript or cursive). Whereas some countries choose to teach both styles (e.g., Canada), other countries choose to teach only one (e.g., France). Our research had three main underlying goals, namely (1) to observe and describe the handwriting styles spontaneously used by fourth and fifth graders according to the first style learned at school; (2) to describe the evolution of handwriting between the fourth and fifth grades; and (3) to examine the relationship between speed, legibility, and handwriting style. The results revealed that the effects of country, grade level, handwriting style, and handwriting instruction were significant. Quebec children wrote faster than French children did, but their handwriting was less legible. Cursive handwriting was the slower style, whereas mixed handwriting seemed to be more efficient. Handwriting speed and legibility improved from fourth to fifth grade.
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Representation of Manipulable Man-Made Objects in the Dorsal Stream
Linda L. Chao, Alex Martin · NeuroImage · 2000 · 1.3K citations