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1.
The primary purpose of this investigation was to evaluate the relationship of handwriting speed, fine motor fluency, speed of verbal access, language comprehension, working memory, and attention (executive control; selective) to note-taking and all of the aforementioned variables to test performance (written recall). A second purpose was to determine whether one or both of the hypothesized components of handwriting speed (as based in the children’s literature), fine motor speed or speed access to verbal codes (SAVCs), are responsible for the relationship of handwriting speed to notes. Results indicated that handwriting speed and selective attention were the only variables significantly related to notes and note-taking skill was the only variable that was significantly related to test performance. In a secondary analysis, we tested whether fine motor fluency and SAVC were related to handwriting speed. Handwriting speed was regressed on all of the other independent variables. Only fine motor fluency and SAVC were related to handwriting speed. The implications of these results for conceptualizations of note-taking and handwriting speed are discussed. 相似文献
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Cathy Ming Wai Yan Catherine McBride-Chang Richard K. Wagner Juan Zhang Anita M. Y. Wong Hua Shu 《Reading and writing》2012,25(7):1499-1521
There were two goals of the present study. The first was to create a scoring scheme by which 9-year-old Chinese children??s writing compositions could be rated to form a total score for writing quality. The second was to examine cognitive correlates of writing quality at age 9 from measures administered at ages 6?C9. Age 9 writing compositions were scored using a 7-element rubric; following confirmatory factor analyses, 5 of these elements were retained to represent overall writing quality for subsequent analyses. Measures of vocabulary knowledge, Chinese word dictation, phonological awareness, speed of processing, speeded naming, and handwriting fluency at ages 6?C9 were all significantly associated with the obtained overall writing quality measure even when the statistical effect of age was removed. With vocabulary knowledge, dictation skill, age, gender, and phonological awareness included in a regression equation, 35% of the variance in age 9 writing quality was explained. With the variables of speed of processing, speeded naming, and handwriting fluency additionally included as a block, 12% additional variance in the equation was explained. In addition to gender, overall unique correlates of writing quality were dictation, speed of processing, and handwriting fluency, underscoring the importance of both general automaticity and specific writing fluency for writing quality development in children. 相似文献
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Debra McCarney Lynne Peters Sarah Jackson Marie Thomas Amanda Kirby 《International Journal of Disability, Development & Education》2013,60(2):105-118
Handwriting is a complex skill that, despite increasing use of computers, still plays a vital role in education. It is assumed that children will master letter formation at a relatively early stage in their school life, with handwriting fluency developing steadily until automaticity is attained. The capacity theory of writing suggests that as automaticity develops, the proportion of working memory dedicated to the mechanics of handwriting is reduced, releasing capacity for the planning, composing and editing of content. This study examined the handwriting ability of 284 mainstream primary school children and explored possible associated factors. Correlations were found between poor handwriting, lower cognitive and literacy scores, and a longer duration for handwriting tasks. Giving children the opportunity to practise their handwriting sufficiently to increase the level of automaticity may release working memory to be applied to the cognitive demands of the task and may potentially raise their level of attainment. 相似文献
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This study used a multiple-probe design across three participants to test the effectiveness of a handwriting intervention for fifth graders (age 10–11) displaying less handwriting fluency than their peers, but without spelling disorders. The 5-h handwriting intervention provided students with explicit instruction and intensive practice in writing cursive letters, words, and sentences, through fast-paced alphabet and copying activities. Intervention effects were examined on handwriting fluency, written composition (i.e., text length, clause extension, and story elements), and self-efficacy beliefs. Results showed that the handwriting intervention was highly effective in increasing students’ handwriting fluency. There were also improvements in written composition in terms of clause extension and number of story elements. After the intervention, students also reported strengthened self-efficacy beliefs for grammar and usage skills. Overall, this study showed that handwriting interventions can effectively help students with limited handwriting skills to become fluent handwriters. Critically, findings are in line with the proposition that achieving handwriting fluency is important to support the development of writing. 相似文献
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This study assesses the handwriting of isolated cursive letters in five-year-old children and the effect of a modification in visual feedback. Sixty-four children copied twelve cursive letters with an inking pen and a non-inking pen. Reducing visual feedback decreased the mean number of penlifts, and increased mean velocity and fluency. However, it increased the size of the letters (trajectory length) and reduced their quality. We suggest that processing visual feedback of the emerging visual trace may interrupt the fluency of the movement, while writing without seeing the trace may place greater emphasis on motor control and the use of somatosensory feedback. This study supplies reflection about sensory feedback and the moment when it should be provided in handwriting instruction. Practitioners should be aware that variation in the writing environment (surface, tools …) modifies sensory feedback and affects handwriting learning (gesture and outcome) in different manner. 相似文献
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This study investigated the adequacy of an expanded simple view of reading (SVR) framework for English language learners (ELLs), using mediation modeling approach. The proposed expanded SVR included reading fluency as an outcome and phonological awareness and naming speed as predictors. To test the fit of the proposed mediation model, longitudinal data from 308 ELLs from different linguistic backgrounds were analyzed using structural equation modeling. We examined the mediating role of Grade 2 word-level reading skills in the association between Grade 1 phonological awareness, naming speed, and listening comprehension and Grade 3 reading comprehension and reading fluency. The results indicated that word-level reading skills fully mediated the association between phonological awareness, reading comprehension and reading fluency. Word-level reading skills partially mediated the association between naming speed and reading fluency. Listening comprehension contributed directly to reading comprehension and reading fluency. It appears that reading development in ELLs is better understood when reading fluency is added to the SVR framework as an outcome and naming speed as a building block of SVR. Theoretical aspects of the mediation model in relation to ELL reading development are also addressed. 相似文献
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Executive functioning (EF) is a key cognitive process for development. Little is known about EF in Kindergarten children at risk for developmental coordination disorder (DCD), despite this age being one of the most critical and intensive period of motor and cognitive development. In our investigation we compared EF in kindergarten children at risk for DCD with Typically Developing (TD) children. Participants were 36 Italian children, 18 at risk for DCD (9 boys and 9 girls) who had a mean age of 4.6 years and 18 TD (9 boys and 9 girls) who had a mean age of 4.6. Executive functions were measured by tasks targeting cold executive functioning (working memory, fluency, inhibitory control) and two assessments of hot executive functioning (Snack Delay and Gift Wrap). Significant differences were found between children at risk for DCD and TD children on cold EF tasks of visuo-spatial working memory abilities, fluency and inhibitory control, but not on hot EF tasks. The findings suggest that it is advisable to implement preschool cognitively challenging physical activities programmes. 相似文献
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The quality of handwriting curriculum and instructional practices in actual classrooms was investigated in an in-depth case
study of four inner city kindergarten classrooms using quantitative and qualitative methods. The handwriting proficiency of
students was also evaluated to assess the impact of the instructional practices observed. The findings suggest that even though
teachers employ a number of effective strategies, there is room for improvement in implementing effective, research-approved
handwriting instruction. In particular, daily, explicit instruction, writing for fluency, writing from memory, and use of
self-evaluation are areas that need improvement. Results indicate that the lack of emphasis on these practices impacted the
quality of teaching and learning of handwriting skills. Future research is needed on the impact of teacher training, use of
an assessment tool that objectively assesses students’ handwriting, use of reading and handwriting curriculum that complement
and reinforce one another, and the effectiveness of research-based strategies in practice. 相似文献
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Wagner RK Puranik CS Foorman B Foster E Wilson LG Tschinkel E Kantor PT 《Reading and writing》2011,24(2):203-220
Alternative models of the structure of individual and developmental differences of written composition and handwriting fluency
were tested using confirmatory factor analysis of writing samples provided by first- and fourth-grade students. For both groups,
a five-factor model provided the best fit to the data. Four of the factors represented aspects of written composition: macro-organization
(use of top sentence and number and ordering of ideas), productivity (number and diversity of words used), complexity (mean
length of T-unit and syntactic density), and spelling and punctuation. The fifth factor represented handwriting fluency. Handwriting
fluency was correlated with written composition factors at both grades. The magnitude of developmental differences between
first grade and fourth grade expressed as effect sizes varied for variables representing the five constructs: large effect
sizes were found for productivity and handwriting fluency variables; moderate effect sizes were found for complexity and macro-organization
variables; and minimal effect sizes were found for spelling and punctuation variables. 相似文献
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Reading fluency beyond decoding is a limitation to many children with developmental reading disorders. In the interest of
remediating dysfluency, contributing factors need to be explored and understood in a developmental framework. The focus of
this study is orthographic processing in developmental dyslexia, and how it may contribute to reading fluency. We investigated
orthographic processing speed and accuracy by children identified with dyslexia that were enrolled in an intensive, fluency-based
intervention using a timed visual search task as a tool to measure orthographic recognition. Results indicate both age and
treatment effects, and delineate a link between rapid letter naming and efficient orthographic recognition. Orthographic efficiency
was related to reading speed for passages, but not spelling performance. The role of orthographic learning in reading fluency
and remediation is discussed. 相似文献
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《Exceptionality》2013,21(1):35-44
Curricula for students with autism do not take into account levels of learning such as behavioral fluency. Behavioral fluency addresses accuracy as well as speed of response. We posit that fluency increases the functionality of skills for students with autism and should be systematically programmed into a curriculum. To discuss the application of fluency for students with autism, we present background related to response competence, critical learning outcomes associated with behavioral fluency, and how fluency fits into a hierarchy of learning. We apply the concept of behavioral fluency to individuals with autism and suggest that research continue. 相似文献
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The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling development; and (b) the component processes of early narrative writing skills. Fifty-seven Turkish-speaking children were followed from Grade 1 to Grade 2. RAN was the most powerful longitudinal predictor of reading speed and its effect was evident even when previous reading skills were taken into account. Broadly, the phonological and grammatical skills made reliable contributions to spelling performance but their effects were completely mediated by previous spelling skills. Different aspects of the narrative writing skills were related to different processing skills. While handwriting speed predicted writing fluency, spelling accuracy predicted spelling error rate. Vocabulary and working memory were the only reliable longitudinal predictors of the quality of composition content. The overall model, however, failed to explain any reliable variance in the structural quality of the compositions. 相似文献
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Eloïse Moy Carole Tardif Raphaele Tsao 《International Journal of Disability, Development & Education》2017,64(2):169-181
Handwriting is a skill that is constantly used in schools and in the workplace – two environments that are targeted in French legislation passed in 2005 on the integration of people with disabilities. The aim of the present study was to determine the predictive factors for handwriting speed and quality in adolescents and adults with Down syndrome (DS), looking at chronological and developmental age, pen grasp and perceptual-motor processing, which are known to contribute to both the speed and quality of handwriting. Results yielded by simple linear and curvilinear analyses revealed that handwriting speed and quality are related to chronological age, developmental age and perceptual-motor processing. Moreover, multiple linear regressions showed that handwriting quality can be predicted by fine motor coordination. We discuss the influence of different factors on handwriting acquisition in individuals with DS, and the implications in terms of intervention programmes. 相似文献
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This study addressed two questions related to the writing of second graders (n=195). The first examined the effects of writing prompts on the compositional fluency of second-grade students. The second
considered whether these effects are different based on spelling achievement and handwriting fluency. Students wrote six narratives
in response to writing prompts presented in different ways (copying, dictation, discussion, discussion-copying, discussion-dictation,
and topic). An analysis of covariance (ANCOVA) with repeated measures showed that priming condition and writing occasion were
significant effects. Interactions were found between priming condition, occasion, and each of the covariates (handwriting
fluency and spelling achievement). Analysis of the sample based on the covariates revealed differential effects for the slowest
and fastest writers and poorest and best spellers. 相似文献
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《The Journal of educational research》2012,105(3):216-221
ABSTRACT Handwriting is used throughout the school day and is important to demonstrate knowledge. This research evaluated how handwriting instructional practices and intrinsic and extrinsic factors in actual classroom settings impacted learning handwriting over the course of the school year. Findings indicated that extrinsic factors (educational instructional practices, spatial constraints) and intrinsic factors (task cognitive complexity) influenced handwriting performance, but not always in the same way for writing product and process measures. In addition, stronger relationships were found between writing process measures and handwriting fluency than legibility. Even though handwriting improved over the school year, some instructional practices resulted in a widening performance gap as the school year progressed. The impact of these findings for implementing and differentiating handwriting instruction and guiding future research is discussed. 相似文献