Integrating Handwriting Explicit handwriting instruction during small groups A. I’m going to show you how you can quickly and easily integrate handwriting into your small groups at the same time that you do the making words or any other word or letter instruction. Cheryl Canfield, Reading Recovery, G. Hill Elementary

The Importance of Handwriting “Just as effortful word decoding may impair reading comprehension, or lack of automatic recall may reduce the mental resources available for learning advanced computational algorithms in math, labored handwriting creates a drain on mental resources needed for higher-level aspects of writing, such as attention to content, elaboration of details and organization of ideas.” --Louise Spear-Swerling, 2006 However, before I show you how to do this, let’s briefly review why we teach handwriting in the first place. I got the following information off the web from Primary Concepts, Dec. 2009 Newsletter. It was so good and concise the way it was, that I just copied it word for word. Cheryl Canfield, Reading Recovery, G. Hill Elementary

Taking Notes and Making an Impression Taking Notes and Making an Impression. Even in the digital age, people still need to write by hand. The essay portion of the SAT is often cited as an example. Research shows that evaluators rank neatly written essays more highly than those that are sloppily written. And a student who cannot write neatly and quickly enough to take effective notes will face great difficulties in high school and beyond. But are these the only reasons to teach handwriting? Are researchers advocating a return to the Palmer Method, with hours of practice each week? The answer to both questions is “no.” Handwriting and Reading. When children write an alphabet letter, they gain valuable kinesthetic reinforcement of the letter’s appearance, and if the link is made, to the letter’s sound as well. Writing words also reinforces their spelling and is an important element of phonics teaching. Students who struggle with forming letters, however, have less attention to devote to the word pattern or even the meaning of what they are writing.

Handwriting and Working Memory Handwriting and Working Memory. Recent research in both children and adults has found fluent handwriting to be a critical element of writing success. As Peverly (2006) reported in Developmental Neuropsychology, fluent handwriting reduces the burden on working memory (WM), and makes more WM available for the metacognitive processes needed for quality writing. Fluent, legible handwriting frees the writer to focus more on words or ideas and less on the mechanics of forming letters. Explicit Instruction is Necessary. Handwriting experts agree that it is important for students to learn the basic elements of legible, quick handwriting, such as slant and size, and the formation of letters with a continuous stroke. This instruction need not take hours each week, nor happen in isolation. Ten to fifteen minutes per day, with children not just drilling on letter forms but practicing their handwriting within the curriculum, is suggested as a goal. Children first learning to write, for example, can focus on the sound of the letter as they are writing it, reinforcing phonemic awareness as they learn handwriting. And of course, the more students write, the more handwriting practice they will get.

Cheryl Canfield, Reading Recovery, G. Hill Elementary The information contained on these slides was taken directly from Primary Concepts/Concepts for Your Classroom, December 2009 Newsletter, published on the Internet. These links and resources were cited: “Handwriting Instruction” (Cypress/Fairbanks, Texas ISD): Research basis and teaching tips. “Handwriting: A Key to Literacy” (Bowen, International Pen Association): Research summary; elements of successful handwriting programs. “Handwriting Club: Using Sensory Integration Strategies to Improve Handwriting” (LD Online): Description of effective program for students with behavior disorders and learning disabilities. “The Writing on the Wall” (Newsweek): Summarizes research on importance of penmanship in learning. “The Importance of Teaching Handwriting” (Spear-Swerling, ReadingRockets.org) Assessment and instruction tips; links to other articles. Cheryl Canfield, Reading Recovery, G. Hill Elementary

Cheryl Canfield, Reading Recovery, G. Hill Elementary When and How? WHEN: Do a quick five minute handwriting practice anytime you are working with letters or words in a small group – introducing new letters or words, writing sentences or stories, making words, etc. HOW: Model, Model, Model using explicit instruction. Cheryl Canfield, Reading Recovery, G. Hill Elementary

Cheryl Canfield, Reading Recovery, G. Hill Elementary Model, Model, Model! Using a dry-erase board, walk your students through the formation of the letter/word stroke by stroke/letter by letter Bring students’ attention to details… starting points direction of movement size alignment to board (paper) alignment or position to letters in front of and after use magnetic letters as a model of the word, if necessary Say the script as you make the letters and have the student do the same Observe students closely and intervene quickly if an incorrect movement, starting point, etc. is noticed Guide students’ hands, if necessary Erase your model and have students try it independently while you observe Cheryl Canfield, Reading Recovery, G. Hill Elementary