Outlines the research on handwriting instruction, explaining the importance of handwriting instruction, the controversy over manuscript and cursive writing, and the uniqueness of left-handers. Discusses ways to make handwriting instruction more interesting. (SRT)

Traces the development of each of four major handwriting styles currently being taught in the United States (cursive, manuscript, italic, and D'Nealian), describes a method for evaluating the difficulty of forming letters, and concludes that italic letterforms are least difficult to form and most advantageous to teach elementary students. (PGD)

Presents arguments against teaching students cursive writing in schools, including the fact that it is more difficult to read than manuscript and more subject to variations of style that interfere with the message. (DF)

Examined the relationship between handwriting style and handwriting speed and legibility. Analysis of three writing samples (narrative, expository, and copying) from 600 fourth to ninth graders indicated that students who used a combination of manuscript and cursive letters were the most fluent handwriters. Papers written with mixed letters…

This paper argues against teaching children to make letters using circle-stick writing. It contends that the circle-stick method requires continued pen/pencil lifts hindering rhythm or flow in the writing process and that there is little carry-over value into cursive writing as the two scripts are totally different. D'Nealian print, one type of…

A study was conducted to establish a process for evaluating the difficulty of different handwritten letter forms. A criterion for calculating difficulty scores was delineated and four sets of letter forms were evaluated: manuscript, cursive, italic, and D'Nealian. Using the criterion, small letters were given a score of difficulty, the sum of…

Explained is a method for teaching basic handwriting to primary level, slow learning students. (IM)

Discusses the effects of variability in the shapes of letters on their legibility; summarizes experiments to compare the relative advantages of cursive and block capital writing, to determine the time taken to prepare handwriting movements, and to assess the variability of the timing of movements in handwriting. (Author/GT)

A study was conducted to determine the ability of kindergarten children to match manuscript, cursive, italic, and D'Nealian handwritten letters to typeset letters, their ability to read letters in these five styles, and the relationship of reading and matching abilities. Children were asked to match typeset distractors to lower case letters…

Noting that introducing students to cursive writing just when they have begun to master manuscript does not provide the continuity consistent with the rest of their education, a Montana school district implemented instruction in italic handwriting. The program was evaluated three years after implementation. Writing samples from all students in…

Intended for administrators and policymakers as well as teachers, this digest explores the state of research into handwriting instruction and the printing versus cursive writing dilemma. After examining how handwriting is currently being taught, the digest discusses research supporting various kinds of printing instruction--block, italic,…

Many learning disabled students attending Avocado Elementary School in Homestead, Florida, were unable to write legibly when taught with available cursive handwriting programs. To redress the problem, a complete, sequential cursive handwriting program was devised for use with learning disabled and other students. The program combined tracing and…

Questionnaires were sent to 2,161 teachers and to administrators in 118 primary schools in the Brisbane North Region (Australia) to determine their attitudes toward the implementation of a new handwriting syllabus. The questionnaire also solicited information on educational experience, the importance of handwriting, the teaching of handwriting,…

This paper examines the complexity of teaching handwriting to meet the requirements of Great Britain's National Curriculum. Three major questions are considered: (1) what should be taught? (2) what are the teaching objectives? and (3) how will pupil progress be assessed? (JDD)