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Working With Children With Handwriting Problems

Working With Children With Handwriting Problems WITH CHILDREN WORKING HANDWRITING WITH PROBLEMS L. Cieslicki Virginia Before and remedial involved discussing diagnostic procedures in with children with the handwriting problems, working ground- work in of and how must be laid. The terms who, what, proce- dures discussed in this article are directed at children specifically with cursive It is to handwriting problems. important realize, that the same of could be used with however, type approach with not children This is aimed manuscript problems. program at the child who could write if he but rather at legibly would, the child who does not know how to form individual cursive letters and connect them. an is This is which not at all concerned empirical approach with the of such as probable cause(s) poor handwriting poor for motor or visual eye-hand coordination, poor memory patterns or but which is symbols, poor visual-perceptual skills, greatly concerned with what the child can and cannot do in terms of individual cursive letters and them. It is forming connecting pre- at the borderline between what the child can and cannot cisely do that remediation begins. L. 3111 Baltimore, Maryland 21218, Virginia Cieslicki, Barclay Street, works for the State of Education in the Division http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

Working With Children With Handwriting Problems

Academic Therapy , Volume 15 (5): 6 – May 1, 1980

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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345128001500508
Publisher site
See Article on Publisher Site

Abstract

WITH CHILDREN WORKING HANDWRITING WITH PROBLEMS L. Cieslicki Virginia Before and remedial involved discussing diagnostic procedures in with children with the handwriting problems, working ground- work in of and how must be laid. The terms who, what, proce- dures discussed in this article are directed at children specifically with cursive It is to handwriting problems. important realize, that the same of could be used with however, type approach with not children This is aimed manuscript problems. program at the child who could write if he but rather at legibly would, the child who does not know how to form individual cursive letters and connect them. an is This is which not at all concerned empirical approach with the of such as probable cause(s) poor handwriting poor for motor or visual eye-hand coordination, poor memory patterns or but which is symbols, poor visual-perceptual skills, greatly concerned with what the child can and cannot do in terms of individual cursive letters and them. It is forming connecting pre- at the borderline between what the child can and cannot cisely do that remediation begins. L. 3111 Baltimore, Maryland 21218, Virginia Cieslicki, Barclay Street, works for the State of Education in the Division

Journal

Academic Therapy SAGE

Published: May 1, 1980

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