ERIC Number: ED285203
Record Type: RIE
Publication Date: 1987
Reference Count: N/A
Handwriting: Theory, Research and Practice.
Alston, Jean; Taylor, Jane
The result of five years of collaboration, discussion and applied research, this book reviews theory and research on handwriting instruction for ordinary children as well as giving detailed consideration to the problems encountered by slow learners and children with physical disabilities. The titles of the chapters (and their authors, if different from the book authors) are as follows: (1) "The Current Situation"; (2) "Beginning to Write: The Development of Grapho-Motor Skills"; (3) "Pencil Grasp and Manipulation" (Jenny Ziviani); (4) "Graphic Development in Early Years at School"; (5) "Earlier Developments and Current Models"; (6) "Causes of Poor Handwriting"; (7) "Paper for Writing: Research and Recommendations" (J. George Pasternicki); (8) "Left- and Right-Handed Writers"; (9)"Assessment Scales and Checklists"; (10) "The Sequence and Structure of Handwriting Skills"; (11) "The Assessment and Teaching of Handwriting Skills"; (12) "Teaching Handwriting in the Secondary School" (Elizabeth Whitmarsh); (13) "Curricular Developments in Australasia"; (14) "Research: Qualitative and Quantitative Assessment"; (15) "The Physically Handicapped Child: Special Needs for Handwriting"; and (16) "Handwriting and School Achievement: A Cross-Cultural Study" (Muriel Tarnopol and Nusia de Feldman). A concluding chapter briefly reviews the objectives of the book, acknowledges the contributing authors, and poses several curricular questions teachers can ask in an effort improve handwriting instruction practices in their schools. (HTH)
Descriptors: Developmental Stages, Disabilities, Elementary Secondary Education, Handwriting, Left Handed Writer, Teaching Methods, Theory Practice Relationship, Writing Evaluation, Writing Instruction, Writing Research, Writing Skills
Nichols Publishing Company, P.O. Box 96, New York, NY 10024 ($32.50).
Publication Type: Books; Information Analyses
Education Level: N/A
Authoring Institution: N/A