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Gustaf B. Skar; Steve Graham; Alan Huebner; Anne Holten Kvistad; Marita Byberg Johansen; Arne Johannes Aasen – Reading and Writing: An Interdisciplinary Journal, 2024
The current study examined the effectiveness of a "writing is caught" approach with young developing writers in Norway. This method is based on the premise that writing competence is acquired naturally through real use in meaningful contexts. Our longitudinal randomized control trial study tested this proposition by examining if…
Descriptors: Writing Instruction, Intervention, Grade 1, Grade 2
Ray, Karen; Dally, Kerry; Rowlandson, Leah; Tam, Kit Iong; Lane, Alison E. – Reading and Writing: An Interdisciplinary Journal, 2022
Evidence supports a link between handwriting and aspects of literacy, including both reading and writing. Most evidence, however, pertains to children from grade one and above, once foundation skills known to support emerging literacy have been established. The purpose of this systematic review is to synthesise the extant literature concerning…
Descriptors: Handwriting, Writing Ability, Kindergarten, Young Children
Renata S. Rocha; Inês Soeiro; Sofia Magalhães; São Luís Castro; Teresa Limpo – Reading and Writing: An Interdisciplinary Journal, 2024
Children's writing depends on strategic and self-regulated behaviors as well as on attention and transcription skills. Despite the well-established effectiveness of interventions based on the self-regulated strategy development model (SRSD), little is known about their effects when combined with the explicit teaching and systematic training of…
Descriptors: Intervention, Grade 3, Self Management, Educational Strategies
Limpo, Teresa; Parente, Naiana; Alves, Rui A. – Reading and Writing: An Interdisciplinary Journal, 2018
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…
Descriptors: Handwriting, Grade 5, Elementary School Students, Alphabets
Zemlock, Deborah; Vinci-Booher, Sophia; James, Karin H. – Reading and Writing: An Interdisciplinary Journal, 2018
Previous research has suggested that handwriting letters may be an important exerciser to facilitate early letter understanding. Experimental studies to date, however, have not investigated whether this effect is general to any visual-motor experience or specific to handwriting letters. In the present work, we addressed this issue by testing…
Descriptors: Psychomotor Skills, Handwriting, Alphabets, Intervention
Van Reybroeck, Marie; Michiels, Nathalie – Reading and Writing: An Interdisciplinary Journal, 2018
Learning to use grapheme to phoneme correspondences (GPCs) provides a powerful mechanism for the foundation of reading skills in children. However, for some children, such as those with Developmental Language Disorder (DLD), the GPC learning process takes time, is laborious, and impacts the entire reading and spelling processes. The present study…
Descriptors: Handwriting, Writing Instruction, Spelling, Developmental Disabilities
Arrimada, María; Torrance, Mark; Fidalgo, Raquel – Reading and Writing: An Interdisciplinary Journal, 2018
We report a multiple-baseline single-case study, based in the response to intervention framework, evaluating transcription-only and transcription-and-planning interventions for young, struggling writers. In a baseline phase, 8 classes of Spanish children at the start of their first year of primary (elementary) education completed short, probe…
Descriptors: Grade 1, Writing Instruction, Academic Failure, Response to Intervention
Hurschler Lichtsteiner, Sibylle; Wicki, Werner; Falmann, Péter – Reading and Writing: An Interdisciplinary Journal, 2018
As recent studies and theoretical assumptions suggest that the quality of texts composed by children and adolescents is affected by their transcription skills, this experimental field trial aims at investigating the impact of combined handwriting/spelling training on fluency, spelling and text quality among normally developing 3rd graders…
Descriptors: Grade 3, Elementary School Students, Handwriting, Spelling