Handwriting fluency and the quality of primary grade students’ writing

Until children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is the largest study to date (2596 girls, 2354 boys) assessing the association between handwriting fluency and writing quality. We tested whethe...

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Vydané v:	Reading & writing Ročník 35; číslo 2; s. 509 - 538
Hlavní autori:	Skar, Gustaf B., Lei, Pui-Wa, Graham, Steve, Aasen, Arne Johannes, Johansen, Marita Byberg, Kvistad, Anne Holten
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Dordrecht Springer Netherlands 01.02.2022 Springer Springer Nature B.V
Predmet:	Attitudes Bilingualism Boys Correlation Education Elementary Education Elementary School Students Fluency Gender Gender Differences Girls Handwriting Instructional Program Divisions Language and Literature Linguistics Literacy Native Language Neurology Prediction Psycholinguistics Scholarship Second Language Learning Second language writing Social Sciences Student Attitudes Students Writing Writing ability Writing Attitudes Writing Skills Attitudes Handwriting fluency Motivation Children’s writing Writing quality
ISSN:	0922-4777, 1573-0905
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Abstract	Until children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is the largest study to date (2596 girls, 2354 boys) assessing the association between handwriting fluency and writing quality. We tested whether handwriting fluency made a statistically unique contribution to predicting primary grade students’ writing quality on a functional writing task, after variance due to attitude towards writing, students’ language background (L1, L2, bilingual), gender, grade, and nesting due to class and school were first controlled. Handwriting fluency accounted for a statistically significant 7.4% of the variance in the writing quality of primary grade students. In addition, attitude towards writing, language background, grade and gender each uniquely predicted writing quality. Finally, handwriting fluency increased from one grade to the next, girls had faster handwriting than boys, and gender differences increased across grades. An identical pattern of results were observed for writing quality. Directions for future research and writing practices are discussed.
AbstractList	Until children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is the largest study to date (2596 girls, 2354 boys) assessing the association between handwriting fluency and writing quality. We tested whether handwriting fluency made a statistically unique contribution to predicting primary grade students’ writing quality on a functional writing task, after variance due to attitude towards writing, students’ language background (L1, L2, bilingual), gender, grade, and nesting due to class and school were first controlled. Handwriting fluency accounted for a statistically significant 7.4% of the variance in the writing quality of primary grade students. In addition, attitude towards writing, language background, grade and gender each uniquely predicted writing quality. Finally, handwriting fluency increased from one grade to the next, girls had faster handwriting than boys, and gender differences increased across grades. An identical pattern of results were observed for writing quality. Directions for future research and writing practices are discussed.
Audience	Elementary Education
Author	Graham, Steve Johansen, Marita Byberg Skar, Gustaf B. Aasen, Arne Johannes Lei, Pui-Wa Kvistad, Anne Holten
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Downloaded 2017–05–25. http://www.winsteps.com/a/Facets-ManualPDF.zip FengLLindnerAJiXRMalatesha JoshiRMThe roles of handwriting and keyboarding in writing: A meta-analytic reviewReading and Writing: An Interdisciplinary Journal2019321336310.1007/s11145-017-9749-x HayesJRModeling and remodeling writingWritten Communication201229336938810.1177/0741088312451260 EkholmEZumbrunnSDe-Busk-LaneMClarifying an elusive construct: A systematic review of writing attitudesEducational Psychology Review201830382785610.1007/s10648-017-9423-5 GrahamSThe role of text production skills in writing development: A special Issue-ILearning Disability Quarterly1999222757710.2307/1511267 McCutchenDIntroduction: From product to process: Legacy of the problem-solving approach to writingEducational Psychology Review19968318719110.1007/BF01464072 GrahamSHarrisKRThe role of self-regulation and transcription skills in writing and writing developmentEducational Psychologist20003531210.1207/S15326985EP3501_2 GrahamSKiuharaSHarrisKRFishmanEThe relationship between strategic behavior, motivation, and writing performance with young, developing writersElementary School Journal20171188210410.1086/693009 MayerRHarrisKGrahamSUtdanTInformation processingAPA educational psychology handbook2012American Psychological Association85100 OlinghouseNGrahamSGillespieAThe relationship of discourse and topic knowledge to writing performanceJournal of Educational Psychology2015107239140610.1037/a0037549 GrahamSAlexanderPWinnePWritingHandbook of Educational Psychology2006Earlbaum457478 KentSCWanzekJThe relationship between component skills and writing quality and production across developmental levels: A meta-analysis of the last 25 YearsReview of Educational Research201686257060110.3102/0034654315619491 BereiterCScardamaliaMThe psychology of written composition1987Lawrence Erlbaum Associates HayesJRKinds of knowledge-telling models: Modeling early writing developmentJournal of Writing Research201132749210.17239/jowr-2011.03.02.1 SnijdersTBoskerRMultilevel Analysis: an introduction to basic and advanced multilevel modeling1999Sage Publications LimpoTAlvesRWritten language bursts mediate the relationship between transcription skills and writing performanceWritten Communicat GB Skar (10185_CR64) 2018; 12 T Snijders (10185_CR67) 1999 S Graham (10185_CR27) 2014; 27 S Graham (10185_CR23) 2017; 118 10185_CR15 T Limpo (10185_CR44) 2017; 53 E Ekholm (10185_CR13) 2018; 30 S Graham (10185_CR100) 1990; 82 JR Hayes (10185_CR34) 2011; 3 SC Kent (10185_CR102) 2016; 86 T Limpo (10185_CR47) 2020; 68 D McCutchen (10185_CR51) 1996; 8 V Berninger (10185_CR7) 1992; 30 R Kellogg (10185_CR38) 1993 N Olinghouse (10185_CR54) 2009; 101 KL Berge (10185_CR4) 2019; 26 S Graham (10185_CR20) 1997; 89 N Olinghouse (10185_CR55) 2015; 107 GB Skar (10185_CR66) 2020; 14 T Limpo (10185_CR46) 2020; 61 RT Kellogg (10185_CR37) 1987; 15 S Graham (10185_CR28) 2021; 34 K Wijekumar (10185_CR70) 2019; 32 S Graham (10185_CR21) 1998; 92 10185_CR63 10185_CR61 T Limpo (10185_CR43) 2017; 34 D Reilly (10185_CR58) 2019; 74 GB Skar (10185_CR65) 2020; 6 10185_CR48 R Wagner (10185_CR69) 2011; 24 F Pajares (10185_CR56) 2001; 26 RV Lenth (10185_CR42) 2001; 55 S Graham (10185_CR29) 2019; 119 JR Hayes (10185_CR35) 2012; 29 T Shanahan (10185_CR62) 2006 R Mayer (10185_CR49) 2012 JE Jimenez (10185_CR36) 2018; 32 NA Chenoweth (10185_CR10) 2001; 18 R Kellogg (10185_CR39) 1996 J Hartley (10185_CR33) 1991; 17 R Bruning (10185_CR8) 2000; 35 S Graham (10185_CR22) 2017; 83 S Graham (10185_CR17) 2006 KL Berge (10185_CR3) 2016; 27 D McCutchen (10185_CR52) 2000; 35 T Santangelo (10185_CR60) 2016; 28 M Monroe (10185_CR53) 1966 S Graham (10185_CR101) 2000; 35 F Pass (10185_CR57) 2014 S Graham (10185_CR24) 2018; 31 VW Berninger (10185_CR6) 1999; 22 N Salas (10185_CR59) 2020; 33 10185_CR1 S Graham (10185_CR18) 2018; 53 10185_CR5 L Feng (10185_CR14) 2019; 32 T Limpo (10185_CR45) 2020; 33 M Spear (10185_CR68) 1989; 15 S Graham (10185_CR25) 2011; 44 Y-S Kim (10185_CR40) 2015; 107 KR Harris (10185_CR31) 2009 Y-SG Kim (10185_CR41) 2018; 51 S Graham (10185_CR19) 2018; 53 S Graham (10185_CR16) 1999; 22 GL Harrison (10185_CR32) 2016; 29 10185_CR30 D McCutchen (10185_CR50) 1988; 5 C Bereiter (10185_CR2) 1987 C Cordeiro (10185_CR11) 2018; 35 T Eckes (10185_CR12) 2011 S Graham (10185_CR26) 2020; 53 A Camacho (10185_CR9) 2021; 33
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ident: 10185_CR30 – volume: 29 start-page: 69 issue: 1 year: 2016 ident: 10185_CR32 publication-title: Reading and Writing doi: 10.1007/s11145-015-9580-1
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Snippet	Until children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is...
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SubjectTerms	Attitudes Bilingualism Boys Correlation Education Elementary Education Elementary School Students Fluency Gender Gender Differences Girls Handwriting Instructional Program Divisions Language and Literature Linguistics Literacy Native Language Neurology Prediction Psycholinguistics Scholarship Second Language Learning Second language writing Social Sciences Student Attitudes Students Writing Writing ability Writing Attitudes Writing Skills
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Title	Handwriting fluency and the quality of primary grade students’ writing
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