Fluency and accuracy in copying tasks (manuscript vs. cursive): a cross-sectional study

Article Sidebar

PDF (Español (España))
Published: Jan 12, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v6.768
Keywords:
Writing fluency accuracy manuscript letter cursive letter cross-sectional study

Main Article Content

Celia Morales
Universidad de la Laguna
Verónica Gil
Universidad de la Laguna
Natalia Suárez
Universidad de la Laguna
Desireé González
Universidad de la Laguna
Juan E. Jiménez
Universidad de la Laguna

Abstract

Handwriting evolves with the pass of time. The type of script which children begin to learn depends on curriculum in their countries and the educational policy. There are two main types of script: manuscript and cursive. There is a controversial issue about which type of script would be best to use to begin the teaching of handwriting, but has not been a consensus yet. This research analyzes manuscript and cursive script modalities. Our objective was to determine whether there are differences in accuracy and fluency when students are copying the alphabet letters using different types of script (manuscript vs. cursive), and also whether these differences are mediated by the grade (1st, 2nd and 3rd ). A subtest from the test called Early Grade Writing Assessment (EGWA) (Jiménez, 2012) was administered to a sample of children from 1st, 2nd and 3rd grade.

Downloads

Download data is not yet available.

Article Details

How to Cite
Morales, C., Gil, V., Suárez, N., González, D., & Jiménez, J. E. (2014). Fluency and accuracy in copying tasks (manuscript vs. cursive): a cross-sectional study. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 6(1), 485–492. https://doi.org/10.17060/ijodaep.2014.n1.v6.768
Issue
Vol. 6 No. 1 (2014): PSYCHOLOGY AND MODERN WORLD
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Bell, M. E. (1968). Manuscript writing after the primary grades Education.

Berninger, V. W., Abbott, R. D., Jones, J., Wolf, B. J., Gould, L., Anderson-Youngstrom, M., & Apel, K. (2006). Early Development of Language by Hand: Composing, Reading, Listening, and Speaking Connections; Three Letter-Writing Modes; and Fast Mapping in Spelling. Developmental Neuropsychology, 29(1), 61-92.

Berninger, V. y Wolf, B. (2009). Teaching Students with Dyslexia and Dysgraphia. Lessons from Teaching and Science. Baltimore, London, Sydney: Paul H. Brookes.

Blote, A., & Hamstra-Bletz, L. (1991). A longitudinal study on the structure of handwriting. Perceptual Motor Skills, 72, 983-994.

Cox, A.R. (1992). Foundations for literacy: Structures and techniques for multisensory teaching of basic written English language skills. Cambridge: Educators Publishing Service.

Cutler, L., & Graham, S. (2008). Primary grade writing instruction: A national survey. Journal Of Educational Psychology, 100(4), 907-919.

Graham, S., Struck, M., Santoro, J., & Berninger, V. W. (2006). Dimensions of Good and Poor Handwriting Legibility in First and Second Graders: Motor Programs, Visual–Spatial Arrangement, and Letter Formation Parameter Setting. Developmental Neuropsychology, 29(1), 43-60.

Graham, S., Weintraub, N., & Berninger, V. W. (1998). The relationship between handwriting style and speed and.. Journal Of Educational Research, 91(5), 290.

Graham, S., Berninger, V. W., Abbott, R. D., Abbott, S. P., & Whitaker, D. (1997) Role of mechanics in composing of elementary school students: A new methodological approach. Journal of Educational Psychology, 89, 170-182.

Gray, W. H. (1930). An experimental comparison of the movements in manuscript writing and cursive writing. Journal of Educational Psychology, 21(4), 259-272.

Hildreth, G. (1945). Comparative speed of joined and unjoined writing strokes. Journal of Educational Psychology, 36(2), 91-102.

Jiménez, J.E. (2013) Informe sobre las Prácticas de Enseñanza de la Escritura en los Primeros Niveles de Educación Primaria: un estudio realizado en la Comunidad Autónoma de Canarias. Unpublished manuscript.

Jiménez., J.E. (2012). Early Grade Writing Asssessment (EGWA): A report and a model instrument. París: United Nations, Educational Scientific and Cultural Organization. Unpublished manuscript.

Lehaman, C. (1980). Teaching and learning the craft of handwriting. The Education Digest, 45, 50.

Medwell, J. y Wray, D. (2007). Handwriting: What do we know and what do we need to know? Literacy, 41(1), 10-15.

Paillard F, Sterkers G, Vaquero C. (1990) Transcriptional and post-transcriptional regulation of TcR, CD4 and CD8 gene expression during activation of normal human T lymphocytes. EMBO J., 9(6): 1867–1872.

Parush, S., Lifshitz, N., Yachman, A., & Weintraub, N. (2010). Relationships between handwriting components and underlying perceptual-motor functions among students during copying and dictation tasks. Occupation, Participation and Health, 30, 39-48.

Sovik, N., & Arntzen, 0. (1991). A developmental study of the relation between the movement patterns in letter combinations (words) and writing. In J. Wann, A. Wing & N. Sovik (Eds). Development of graphic skills: Research, perspectives, and educationd implications (pp. 77-89). London: Academic Press.

Trap-Porter, J., Cooper, J.O., Hill, D.S., Swisher, K., & Lanunziata, L.J. (1984). D’Nealian and Zaner-Bloser manuscript alphabets and initial transition to cursive handwriting. Journal of Educational Research, 77, 343-345.

Trap-Porter, J., Gladden, M.A., Hill, D.S., & Cooper, J.O. (1983). Space size and accuracy of second and third grade students’ cursive handwriting. Journal of Educational Research, 76, 231-234.

Ziviani, J., & Elkins, J. (1984). An evaluation of handwriting performance. Educational Review, 36,251-261.