This report provides details of a study conducted to learn how handwriting was being taught in Ontario (Canada) schools. The report is presented in two parts. Part one contains an introduction to the study, a review of the literature on handwriting, analysis of curriculum guidelines used by Ontario school boards, an examination of the methods of…

The effects of electromyogram (EMG) biofeedback training on cursive handwriting were investigated with nine fourth graders. A significant reduction in EMG between the first baseline session and last training session was obtained. Four of five characteristics of handwriting improved significantly. (Author/SBH)

An overview of research topics and findings from an interdisciplinary, programmatic line of research on writing over the past 25 years is presented. The cross-sectional assessment studies (grades 1 to 9) showed which measures uniquely explained variance in handwriting, spelling, and composing and thus validated their use in assessment. These and…

Research in the area of handwriting legibility has been hampered in the past because of a lack of objective procedures for evaluating letter formations. This study used a recently developed evaluative instrument to answer questions concerning the legibility of the handwriting of 22 first-grade students. Two baseline conditions and four…

Pupils using a moving model of letter formation in the form of a flipbook demonstrate higher skill improvement than do students using a still model. (CJ)

The practical mechanics necessary for teaching the correct "spelling" of Chinese characters are presented. The focus is on the use of a legible orthography. Attention is given to recognition of strokes, to their formation, their spacing into blocks, the direction of the strokes and weight of the pen. (SC)

Suggests that a balance among understandings, skills, and attitudinal objectives must be emphasized in teaching handwriting. (RB)

Traces the history of handwriting instruction to left-handed writers and urges teachers to provide special instruction and arrangements for left-handed children. (DD)

This study reasons that handwriting needs the same individualized approaches as other skills. (Editor)

Discusses how problems in handwriting legibility can be solved by introducing italic-based handwriting instruction into the early grades. Art educators can reinforce handwriting skills in classroom arts activities. Five American and British italics instruction systems are briefly described. (AM)

Discusses a rationale for, the benefits of, and a method for introducing the art of calligraphy in elementary school classrooms. (HTH)

Argues that language arts teachers need to guide pupils in developing good handwriting so that they may communicate content to others. Offers six principles of teaching and learning good handwriting. (FL)

Discusses two philosophies of education (essentialism and functionalism) and their relationship to the handwriting curriculum. (FL)