Treatment of Handwriting Problems in Beginning Writers: Transfer from Handwriting to Composition.

Berninger, Virginia W.; Vaughan, Katherine B.; Abbott, Robert D.; Abbott, Sylvia P.; Rogan, Laura Woodruff; Brooks, Allison; Reed, Elizabeth; Graham, Steve

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Peer reviewed

ERIC Number: EJ560297

Record Type: Journal

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0663

EISSN: N/A

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Treatment of Handwriting Problems in Beginning Writers: Transfer from Handwriting to Composition.

Berninger, Virginia W.; Vaughan, Katherine B.; Abbott, Robert D.; Abbott, Sylvia P.; Rogan, Laura Woodruff; Brooks, Allison; Reed, Elizabeth; Graham, Steve

Journal of Educational Psychology, v89 n4 p652-66 Dec 1997

First graders at risk for handwriting problems (n=144) were assigned to 1 of 6 treatment conditions, including handwriting instruction and phonological awareness training. Converging evidence across multiple measures shows that combining numbered arrows and memory retrieval was the most effective treatment for improving both handwriting and compositional fluency. (Author/SLD)

Descriptors: Elementary School Students, Grade 1, Handwriting, Memory, Primary Education, Writing (Composition), Writing Instruction

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/71843

IES Cited: ED533112

Author Affiliations: N/A