Abstract
Almost 700 children were screened to identify 144 1st graders at risk for handwriting problems who were randomly assigned to 1 of 6 treatment conditions. Treatment was delivered to groups of 3 that met twice a week in 20-min sessions until they completed 24 lessons. Five groups received 10 min of different kinds of handwriting instruction. The contact control group received 10 min of phonological awareness training. All 6 groups composed and shared their writing for 10 min. Converging evidence across multiple measures showed that combining numbered arrows and memory retrieval was the most effective treatment for improving both handwriting and compositional fluency (composing with time limits). Thus instruction aimed at improving transcription transfers to improved text generation in beginning writers.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 652-666 |
| Number of pages | 15 |
| Journal | Journal of Educational Psychology |
| Volume | 89 |
| Issue number | 4 |
| State | Published - Dec 1997 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Developmental and Educational Psychology
Cite this
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, Stephen.
In: Journal of Educational Psychology, Vol. 89, No. 4, 12.1997, p. 652-666.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Treatment of handwriting problems in beginning writers
T2 - Transfer from handwriting to composition
AU - Berninger, Virginia W.
AU - Vaughan, Katherine B.
AU - Abbott, Robert D.
AU - Abbott, Sylvia P.
AU - Rogan, Laura Woodruff
AU - Brooks, Allison
AU - Reed, Elizabeth
AU - Graham, Stephen
PY - 1997/12
Y1 - 1997/12
N2 - Almost 700 children were screened to identify 144 1st graders at risk for handwriting problems who were randomly assigned to 1 of 6 treatment conditions. Treatment was delivered to groups of 3 that met twice a week in 20-min sessions until they completed 24 lessons. Five groups received 10 min of different kinds of handwriting instruction. The contact control group received 10 min of phonological awareness training. All 6 groups composed and shared their writing for 10 min. Converging evidence across multiple measures showed that combining numbered arrows and memory retrieval was the most effective treatment for improving both handwriting and compositional fluency (composing with time limits). Thus instruction aimed at improving transcription transfers to improved text generation in beginning writers.
AB - Almost 700 children were screened to identify 144 1st graders at risk for handwriting problems who were randomly assigned to 1 of 6 treatment conditions. Treatment was delivered to groups of 3 that met twice a week in 20-min sessions until they completed 24 lessons. Five groups received 10 min of different kinds of handwriting instruction. The contact control group received 10 min of phonological awareness training. All 6 groups composed and shared their writing for 10 min. Converging evidence across multiple measures showed that combining numbered arrows and memory retrieval was the most effective treatment for improving both handwriting and compositional fluency (composing with time limits). Thus instruction aimed at improving transcription transfers to improved text generation in beginning writers.
UR - http://www.scopus.com/inward/record.url?scp=0031327820&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0031327820&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:0031327820
VL - 89
SP - 652
EP - 666
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
SN - 0022-0663
IS - 4
ER -