共查询到20条相似文献，搜索用时 15 毫秒
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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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Thierry Olive Monik Favart Caroline Beauvais Lucie Beauvais 《Learning and Instruction》2009,19(4):299-308
This study investigated the cognitive effort of 5th and 9th graders while writing a text. We manipulated genre (narrative text vs. argumentative text) and tested how level of handwriting automatisation contributes to cognitive effort and fluency in writing. The participants were 23 students from Grade 5 and 21 from Grade 9, who wrote two texts differing in genre while performing a secondary reaction time task. The results showed that cognitive effort interacted with genre. Cognitive effort decreased between Grades 5 and 9 only for writing argumentative text. Handwriting did not contribute to fluency in writing, but contributed to cognitive effort only in 5th-graders' writing of narrative text. The findings are discussed in light of the factors contributing to cognitive effort and fluency in writing. 相似文献
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Shawn Kent Jeanne Wanzek Yaacov Petscher Stephanie Al Otaiba Young-Suk Kim 《Reading and writing》2014,27(7):1163-1188
In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students’ reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only language and literacy factors. Attention, a higher-order literacy factor related to reading and spelling proficiency, and automaticity in letter-writing were uniquely and positively related to compositional fluency in kindergarten. Attention and higher-order literacy factor were predictive of both composition quality and fluency in first grade, while oral language showed unique relations with first grade writing quality. Implications for writing development and instruction are discussed. 相似文献
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Dolores Perin Mark Lauterbach Julia Raufman Hoori Santikian Kalamkarian 《Reading and writing》2017,30(4):887-915
Summarization and persuasive writing are important in postsecondary education and often require the use of source text. However, students entering college with low literacy skills often find this type of writing difficult. The present study compared predictors of performance on text-based summarization and persuasive writing in a sample of low-skilled adult students enrolled in college developmental education courses. The predictors were general reading and writing ability, self-efficacy, and teacher judgments. Both genre-specific and general dependent variables were used. A series of hierarchical regressions modeling participants’ writing skills found that writing ability and self-efficacy were predictive of the proportion of functional elements in the persuasive essays, reading ability predicted the proportion of main ideas from source text in the summaries, and teacher judgments were predictive of vocabulary usage. General reading and writing skills predicted written summarization and persuasive writing differently; the data showed relationships between general reading comprehension and text-based summarization on one hand, and between general writing skills and persuasive essay writing on the other. 相似文献
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Written stories of normally achieving and learning disabled children in grades one through three were compared, using a Handwriting Evaluation Scale designed for this study. The subjects also were given tests for receptive language, figure copying and spelling. The Non-LD and LD groups differed on figure copying, spelling and written productivity, but not receptive language. The Non-LD grade level groups differed significantly on two components of the handwriting scale (Letter Size and Control), while the LD grade level groups differed on three components (Letter Formation, Alignment and Spacing, and Letter Size). The most pronounced differences between the LD and normally achieving children were on Formation and Size. A separate analysis of the third grade stories revealed that handwriting was less related to productivity than spelling and visual-motor skills. Nevertheless, the results indicated that many LD students have weak visual-spatial-motor skills. Implications for intervention are discussed. 相似文献
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《Australian Journal of Learning Difficulties》2013,18(4):13-19
Abstract There has been extensive research into the area of learning and in particular reading disabilities over the past thirty years. However, despite a significant body of research into the written expression difficulties experienced by children with learning disabilities (LD) in general, very little research has focussed on the written expression ability of children with specific reading disabilities (SRD). This study compared the narrative story writing of 18 students with SRD and 18 typically achieving (TA) students between the ages of 8 and 10 years. Story samples were obtained in response to a standard stimulus using two production modes ‐ handwriting and dictation. The spontaneous writing sub‐tests of the Test of Written Language III (Hammill & Larsen, 1996) were used for assessment and measurement. Measures of fluency, mature vocabulary and story construction were examined for both modes of production. No group differences were found for any of the measures in the dictated production mode, however significant differences were found on measures of fluency and story construction in the handwritten mode. Children with SRD wrote significantly fewer words and scored significantly lower on measures of story construction in comparison to their typically achieving peers. No group differences were found in relation to mature vocabulary usage. Implications for future study and educational practice are identified and discussed. 相似文献
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Self-efficacy beliefs have been identified as associated with students’ academic performance. The present research assessed the relationship between two new self-efficacy scales (self-efficacy in reading [SER] and self-efficacy in writing [SEW]) and students’ writing performance on a piece of assessed written coursework. Using data from first and second year undergraduate psychology students at a UK university (N?=?145), the results showed that both SER and SEW were related to actual writing performance. Overall the results support the importance of the concept of self-efficacy in relation to student performance. We discuss the relevance of self-efficacy on students’ perceptions and self-regulations. 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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Natalie G. Olinghouse 《Reading and writing》2008,21(1-2):3-26
This study examined the student-level and instruction-level predictors of narrative writing fluency and quality. Participants included 120 third-grade students from 13 classrooms. Student predictors included measures of reading, handwriting, spelling, IQ, grammatical understanding, and gender. Instructional predictors focused on the amount of time allocated to teaching basic writing skills and planning skills. Significant predictors of compositional fluency included gender, advanced planning ability, and handwriting fluency, while significant predictors of compositional quality included gender, compositional fluency, Full-scale IQ, word reading ability, and grammatical understanding. There were no main effects of instructional variables; however there were two student by instruction interactions. Implications of the study highlight the importance of student characteristics in writing achievement, as well as considering the need for differential instruction based on student needs. 相似文献
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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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Previous studies have shown the relevance of the syllable as a programming unit in handwriting production, both in adults and elementary school children. This longitudinal study focuses on the acquisition of writing skills in a group of preschoolers. It examines how and when the syllable structure of the word starts regulating motor programming in handwriting. Eighteen five year old preschoolers copied six-letter Catalan words (disyllabic and trisyllabic) on a digitiser at three different times over the academic year (January, March, and May). The words were written in uppercase letters. We measured the duration of the inter-letter intervals (ILI) to gather information on the timing of motor programming. The results indicated that from January to March the children were mostly focused on movement proficiency. The results also showed different profiles of ILI duration for the two types of words over the three sessions. For disyllabic words, the syllable regulated movement programming in January; for trisyllabic words, this happened in March. This suggests that the syllable already plays a role in the programming of handwriting movements in kindergarten. 相似文献