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Harris Karen R. & Fink Barbara (2000). « Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers. ». Journal of Educational Psychology, vol. 92, n° 4, dĂ©cembre, p. 620–633. 
Added by: Marie Musset (01 Jul 2009 14:20:48 Europe/Paris)   Last edited by: Marie Musset (01 Jul 2009 14:21:25 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: RHarris2000a
Categories: General
Keywords: Ă©criture, enseignement primaire
Creators: Fink, Harris
Collection: Journal of Educational Psychology
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The contribution of handwriting to learning to write was examined in an experimental training study involving beginning writers with and without an identified disability. First-grade children experiencing handwriting and writing difficulties participated in 27 fifteen-min sessions designed to improve the accuracy and fluency of their handwriting. In comparison to their peers in a contact control condition receiving instruction in phonological awareness, students in the handwriting condition made greater gains in handwriting as well as compositional fluency immediately following instruction and 6 months later. The effects of instruction were similar for students with and without an identified disability. These findings indicate that handwriting is causally related to writing and that explicit and supplemental handwriting instruction is an important element in preventing writing difficulties in the primary grades.
Added by: Marie Musset  Last edited by: Marie Musset
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