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ERIC Number: EJ1101785
Record Type: Journal
Publication Date: 2013
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0973-8827
The Differential Effects of the Use of Handwriting without Tears® Modified Gray Block Paper to Teach Two Preschool Students with Developmental Delays Capital Letter Writing Skills
Griffith, Jessica; McLaughlin, T. F.; Neyman, Jen; Donica, Denise K.; Robison, Milena
Journal on Educational Psychology, v7 n1 p13-22 May-Jul 2013
The purpose of this study was to evaluate and measure the effectiveness of Handwriting Without Tears (HWT) modified gray block paper with letter writing on two preschool students diagnosed with developmental delays in pre-academics. Two students were selected from a self-contained special education preschool classroom in the Pacific Northwest. All the students in the classroom were diagnosed with Developmental Delays. The gray block paper intervention was used to teach both students how to write the letters in their first names. In baseline, both students were instructed to, "Write the letters of your name." During baseline, both students were able to write some of the letters in their names. However, both students did so inconsistently and with many errors in orientation and formation of the letters. The final outcomes showed improvement in both students in their ability to write the letters of their name. The gray block paper proved to be an inexpensive and easy to implement technique for instructing students with developmental delays to learn and refine writing the letters of their names. Suggestions for alterations to the study were discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A