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Effect of Three Methods of Instruction upon the Handwriting Performance of Third and Fourth Graders1:

Effect of Three Methods of Instruction upon the Handwriting Performance of Third and Fourth... Effect of Three Methods of Instruction upon the Handwriting Performance of Third and Fourth Graders1 GLENN E. TAGATZ, WAYNE OTTO, HERBERT J. KLAUSMEIER, WILLIAM L. GOODWIN and DORIS M. COOK Wisconsin Research and Development Center for Cognitive Learning The University of Wisconsin One of the interesting generalizations arising from a national sur­ vey of practices in the teaching of handwriting (Herrick & Okada, 1963) was that although most respondents claimed to favor the teaching of handwriting in all subject areas, few reported attempts to help pupils develop a personal style or recognize their own er­ rors. This is true even though (a) relatively few types of errors ac­ count for a great proportion of the illegibilities in handwriting (Newland, 1932; Quant, 1946), and (b) commercial materials re­ flect consensus that in the upper elementary grades instructional time in handwriting may best be devoted to remedial work, i.e. identifying general and specific inaccuracies in letter forms, slant, size, spacing and alignment (Committee for Research in Basic Skills, 1960). The gap between an apparent need and actual prac- 1. The research reported herein was performed pursuant to a contract with the United States Office of Education, Department of Health, Education, and http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Effect of Three Methods of Instruction upon the Handwriting Performance of Third and Fourth Graders1:

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References (14)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312005001081
Publisher site
See Article on Publisher Site

Abstract

Effect of Three Methods of Instruction upon the Handwriting Performance of Third and Fourth Graders1 GLENN E. TAGATZ, WAYNE OTTO, HERBERT J. KLAUSMEIER, WILLIAM L. GOODWIN and DORIS M. COOK Wisconsin Research and Development Center for Cognitive Learning The University of Wisconsin One of the interesting generalizations arising from a national sur­ vey of practices in the teaching of handwriting (Herrick & Okada, 1963) was that although most respondents claimed to favor the teaching of handwriting in all subject areas, few reported attempts to help pupils develop a personal style or recognize their own er­ rors. This is true even though (a) relatively few types of errors ac­ count for a great proportion of the illegibilities in handwriting (Newland, 1932; Quant, 1946), and (b) commercial materials re­ flect consensus that in the upper elementary grades instructional time in handwriting may best be devoted to remedial work, i.e. identifying general and specific inaccuracies in letter forms, slant, size, spacing and alignment (Committee for Research in Basic Skills, 1960). The gap between an apparent need and actual prac- 1. The research reported herein was performed pursuant to a contract with the United States Office of Education, Department of Health, Education, and

Journal

American Educational Research Journal – SAGE

Published: Jun 23, 2016

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