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Handwriting: what do we know and what do we need to know?
Author(s) -
Medwell Jane,
Wray David
Publication year - 2007
Publication title -
literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.649
H-Index - 26
eISSN - 1741-4369
pISSN - 1741-4350
DOI - 10.1111/j.1467-9345.2007.00453.x
Subject(s) - handwriting , mainstream , literacy , automaticity , psychology , reading (process) , need to know , intervention (counseling) , response to intervention , affect (linguistics) , mathematics education , pedagogy , special education , cognition , computer science , linguistics , communication , political science , philosophy , artificial intelligence , neuroscience , psychiatry , law , computer security
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 education and psychology, suggesting that it is time to re‐evaluate the importance of handwriting in the teaching of literacy. Explorations of the way handwriting affects composing have opened up new avenues for research, screening and intervention, which have the potential to make a significant contribution to children's progress in learning to write. In particular, the role of orthographic motor integration and automaticity in handwriting is now seen as of key importance in composing. Evidence from existing studies suggests that handwriting intervention programmes may have a real impact on the composing skills of young writers. In particular, they could positively affect the progress of the many boys who struggle with writing throughout the primary school years.