The instructional applicability of a variety of handwriting assessment techniques is examined. Informal procedures, handwriting scales, and systematic methods used in recent research methodology are critically reviewed. For each class of assessment techniques, relevant information on validity, reliability, and utility is presented. (Author/CL)

Described is a four step method of teaching remedial handwriting which encourages the progressive approximation of writing to a good model and avoids common instructional errors such as unsupervised massed practice, lack of immediate feedback, and failure to provide good models. (DB)

The article illustrates how basic skills in penmanship, spelling, and grammar can be learned while simultaneouly developing rapport between disabled writers and their instructors. (SW)

There was not a significant relationship between good or poor handwriting ability and a perceptual quotient score of above or below 90 on the Marianne Frostig Developmental Test of Visual Perception. (Author)

Findings from two studies of the relationship of writing to the integration of motor/kinesthetic and visual/perceptual concepts were used to develop a diagnostic screening measurement for writing disability. (PHR)

The article presents the case study of an autistic 12-year-old boy who was taught to increase the quality and decrease the size of his written letters. (PHR)

By popular demand, Dr. B. P. Pen returns with additional techniques for healthy handwriting. (Editor)

Presents guidelines designed to encourage children to focus on the message rather than the word as they write. Offers strategies and ideas designed to help children explore writing in ways they see as relevant. (NH)

Discusses the issue of handwriting instruction through the whole language philosophy and direct instruction methods. States the approaches that each teaching method would use. (MG)

Examined the possibility of effects of pencil diameter on preschoolers' pencil management and performance. Each child used pencils of large or regular diameter to perform graphomotor tasks. There were no apparent differences in pencil management and performance related to pencil diameter. (Author/BB)

Examined the development of students' handwriting speed and legibility. Diverse students in grades one through nine completed three writing tasks (copying, writing a narrative, and writing an essay). Researchers measured their speed and legibility. Results indicated that handwriting speed and legibility did not follow a parallel course of…

The variety of factors contributing to the quality of handwriting or print provides an opportunity to determine the extent to which teachers are influenced by the interaction between different bias elements during evaluation of examinations. Fifty-three teachers evaluated compositions that had been awarded grades of 80% by impartial experts. A…

Handwriting has a low status and profile in literacy education in England and in recent years has attracted little attention from teachers, policy-makers or researchers into mainstream educational processes. This article identifies a substantial programme of research into handwriting, including studies located in the domains of special needs…

The Russian language workbook, designed for Peace Corps volunteers stationed in Russia, consists of 12 homework sections each with a number of exercises in translation, reading comprehension, grammar, handwriting, creation of dialogue, and vocabulary development. Exercise formats include filing in blanks, pattern drills, sentence completion,…