NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1101773
Record Type: Journal
Publication Date: 2013
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0973-8827
The Effects of, Lined Paper, Prompting, Tracing, Rewards, and Fading to Increase Handwriting Performance and Legibility with Two Preschool Special Education Students Diagnosed with Developmental Delays, and Fine Motor Deficits
Smith, Erin; McLaughlin, T. F.; Neyman, Jennifer; Rinaldi, Lisa
Journal on Educational Psychology, v6 n4 p23-29 Feb-Apr 2013
This study was designed to examine the effects of tracing and fading prompts to improve the handwriting of two preschoolers both diagnosed as Developmentally Delayed (DD) and one of whom had fine motor goals. The study took place in a self-contained special education public preschool classroom located in the Pacific Northwest. The results showed an increase in legibility of writing for both participants as well as an increase in independence when writing their letters. This report suggests that providing traceable prompts and methodically fading those prompts based on student performance was effective and applicable when teaching preschool children diagnosed with Developmental Delays to write their names.
i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Battelle Developmental Inventory; Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A