View
6
Download
0
Category
Preview:
Citation preview
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 1
Has Handwriting
Become
an Instructional
Dinosaur?
NancyCushenWhite,Ed.D.
nancycushenwhite@gmail.com nancycushen.white@ucsf.edu
www.slingerland.orgUCSFDyslexiaResearchCenter
http://dyslexia.ucsf.edu/
46thEveryoneReadingConferenceonDyslexiaandRelatedLearningDisabilities
March5,2019CUNYGRADUATECENTER
NewYorkCity
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&Dysgraphia
èfromskillstofunctionaluseçHasHandwritingBecomeanInstructionalDinosaur?TeachingHandwritingIsMoreImportantThanYouMightThink!
Questions
1. Whatisdysgraphia?2. Whatdoestheresearchtellusabouttherelevanceofhandwriting
instruction?§ Ishandwritingskilllinkedwithreadingandwritingachievement?§ Doeshandwritinghaveanimpactonskillsthataffectoverallliteracy?
§ Arethereadvantagestoteachingeithermanuscript(printing)orcursiveletterformation?
§ Arethereadvantagestowritingbyhand(manuscriptORcursive)versuskeyboarding?
§ Doestheusefulnessofwritingbyhanddiminishasliteracyincreases?
3. Arehandwritingdifficultiesduetofinemotorproblemsaloneoraretheylanguagebased?
4. Isexplicithandwritinginstructionnecessary?Ifso,why?5. Whatarethebenefitsofintegratingtheteachingofhandwriting
withinstructioninreadingandwrittenexpression?
3
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 2
u Learningtoreadandwritewordsisaprocessofincreasingawarenessandcoordination(integration)ofthreedifferenttypesofwordformsandtheirparts:Ø PhonologicalAwareness—phonemesØ OrthographicAwareness—graphemesØ MorphemeAwareness—morphemes
u Multidisciplinaryevidencefortriplewordformtheorycontinuestoaccumulate.
TripleWordFormTheoryPhonology—Orthography—Morphology
(Richardsetal.,2006;Berningeretal.,2003)
4
WhatIsHandwriting?Berninger&Richards—2016
u Handwritingispartlyamotorskillbutnotonlyamotorskill.
u Letterformsstoredandprocessedinworkingmemory*alsoplayaroleinhandwriting.
u OrthographicLoop Mind’sEyeèwherelettersandgraphemes(orthographicpatterns)arestoredandprocessedinworkingmemory
Movementofhandsandfingers
*workingmemory—temporarymemorythatsupportslanguagelearninganduseoflanguage
5
WhatIsDysgraphia?—Wolf&Berninger2011JusttheFacts—”UnderstandingDysgraphia”https://dyslexiaida.org/understanding-dysgraphia/
¤ Dysgraphiaisimpairedhandwriting—aconditionofimpairedwritingbyhandØ CaninterferewithwrittenspellingØ CaninterferewithspeedofwritingØ ORBOTHimpairedhandwritingandspelling
¤ Dysgraphiamayoccuraloneorwithdyslexiaorwithspecificlanguageimpairment(orallanguage—speakingand/orlistening)orwithbothdyslexiaandspecificlanguageimpairment.
6
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 3
WhatIsDysgraphia?FindingsfromRecentResearch
¥ Arelationshipexistsbetweendysgraphia(impairedhandwriting)andorthographiccodinginworkingmemory.Ø Whatisorthographiccoding?
² Abilitytostorewrittenwordsinworkingmemorywhilethelettersinthewordareanalyzed
² Abilitytocreatepermanentmemoryofwrittenwordslinkedtotheirpronunciationandmeaning
¥ Difficultywithplanningsequentialfingermovementsthataffecthandwriting 7
¥ Althoughrecentresearchhasfoundthatstudentswithdysgraphiadonothaveaprimarydevelopmentalmotordisorder,theymayhavedifficultywithplanningsequentialfingermovementsthataffecthandwriting.
¥ Peoplewithdysgraphiamayhaveproblemswithonlyoneorbothofthese:Ø Orthographiccodinginworkingmemoryonly
èSPELLINGØ Planningsequentialfingermovementsonly
èHANDWRITINGØ BOTHimpairedorthographiccodinginworkingmemory
ANDplanningsequentialfingermovements
WhatIsDysgraphia?FindingsfromRecentResearch
8
9
DoWeStillNeedHandwriting?
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 4
¥ “Althoughword-processingprogramsandassistivetechnologyareundeniablyboonstochildrenwithwritingproblems,technologicaladvancesdonoteliminatetheneedforexplicitteachingofhandwriting.
¥ Furthermore,verymodestamountsofinstructionaltimeintheearliestgrades—kindergartenandgradeone—mayhelptopreventlaterwritingdifficultiesformanychildren.”
ImportanceofTeachingHandwritingLouiseSpear-Swerling,LDOnline,2006
10
HandwritingMatters!KittyBurnsFlorey,2009
ScriptandScribble:TheRiseandFallofHandwritingØ Cacography*-causedbusinesslossesinNorthAmericacostaround$200millionannually:§ Callstowrongnumbers§ Incorrectitemsshipped§ Sloppytaxreturns§ Undeliverablelettersandpackages
Ø Evenworse,illegiblehandwritingonmedicalordersormedicalchartsmayresultinmisunderstandingsthatcostthelivesofcountlesspatients.
*cacographyèwritingAScacophonyènoise
11
Whatifthiswereyourmedicalchart?????
12
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 5
• Conclusionsfromdiscussionofresearchandopinionsregardingtheroleofhandwritinginstructioninthe21stcenturyclassroom:v Handwritingisacomplexskillthatinvolves
bothcognitiveandfinemotorskills.v Directinstructionisrequired.v Theresultofgoodinstructionisthatboth
cognitivedevelopmentanddevelopmentofmotorskillsbenefit. 13
EducationalSummit
Handwritinginthe21stCenturyJanuary23,2012
Ø Researchstudies(behavioral,neuropsychological,andneuroimaging)haveinvestigatedhowthebrainrespondstolettersusingavarietyoflettertasks:§ Letterperception§ Letterwriting§ Lettercopying§ Letterimagery(visualization).
Ø Resultsshowinvolvementoffivedistinctcorticalregions—todifferentextents—forthevariouslettertasks:§ Thesedifferentbrainregionsformanintegrated
network:• Letterperceptionengagesmotorregions.• Writingrecruitsletter-specificvisualregions.
14
LetterProductionandLetterPerceptionJames&Gauthier,2006;Longcampetal.,2003
Ø Conclusions:§ Acloserelationshipexistsbetweenletterproduction
(writingbyhand)andletterperception(visual).§ Bothmotorandvisualregionsareinvolvedin
handwriting.§ Handwritingmayenhancevisualperception.
§ Thisdistributednetworkisadirectresultofsensory-motorinteractionswithlettersèhandwriting.
Ø Degreeofautomaticitywithwhichachildcanwritethealphabetbyhandisthebestuniquepredictorofthelengthofachild’scomposition—howmanywordstheywritewithinatimelimit(Berninger).
LetterProductionandLetterPerception
James&Gauthier,2006;Longcampetal.,2003
15
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 6
Research-SupportedArgumentsforHandwritingInstruction
¥ CognitiveandMotorSkillsDevelopmentØ Effectivehandwritinginstructionèbenefitsboth
cognitivedevelopmentanddevelopmentofmotorskills(HanoverResearch,2012).
¥ LiteracyDevelopmentØ Handwritingèfoundationalskillthatinfluences
reading,writing,languageuse,andcriticalthinking(Saperstein,2012):Ø RetrievaloflettersfrommemoryØ SpellingØ ExtractingmeaningfromtextorlectureØ Interpretingcontextofwordsandphrases.
16
Research-SupportedArgumentsforHandwritingInstruction
¥ BrainDevelopmentØ Sequentialhandmovementsusedinhandwritingactivate
regionsofthebrainassociatedwiththinking,short-termmemory,andlanguage(Slape,2010).
Ø Cursivelinkedwithbrainfunctionsrelatedtoself-regulationandmentalorganization(Berninger,2010).
¥ MemoryØ Comparisonofclassmateswhotooknotesbycomputer
andbyhand:Handwritersexhibitedbettercomprehensionofthecontentandweremoreattentiveandinvolvedduringclassdiscussions(Peverly,2012).
17
Research-SupportedArgumentsforHandwritingInstruction
¥ WrittenExpression
Ø Elementary-agestudentswhowrotecompositionsbyhandratherthanbykeyboardingwrotefaster,longerpieces,andexpressedmoreideas(Pressler,2008).
Ø Learningthemechanicsofwritingatthesametimetheyarelearningtoexpresstheirthoughtsonpaperlinksthemechanicalandcreativeprocessesinachild’smind(Florey,2009).
18
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 7
¤ Writingplacesgreaterdemandsoninternalworkingmemorythanreadingdoes.
¤ Writingexternalizescognition,makingthoughtvisibleviawrittenlanguage,tobecomeanobjectforreflectionandrepair(Berninger&Winn,2006;Fayol,1999).
¤ Asaresult,writersgainconsciousaccess—viawritingtowhattheyarethinkinginunconsciousimplicitmemory(Hayes&Flowers,1980).
ExecutiveFunctioningDemandsJugglingtheActofWriting
19
Noresearchevidenceclearlysupportseithermanuscriptorcursiveletterformationasbeingbetterthantheother.
Bothmanuscriptprintingandcursivewritinghaveadvantages.
Manuscript,Cursive,orKeyboard?
20
• ResultsoflongitudinalresearchattheUniversityofWashingtonshowedthatindividualdifferencespredictedwhodidbestwithmanuscript,cursive,andkeyboarding.
• Firstgraderswithlowhandwritingskillimprovedwhethertaughtcursiveorprinting.
• Childrenwritemore,writefaster,andexpressmoreideaswhencomposingbyhandthanwhenkeyboardingingrades2to6.
AdditionalResearchFindingsUniversityofWashington(Berningeretal.)
21
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 8
• Childrenencountermorewrittenmaterialsinmanuscriptfontsthancursivefonts,whethertheyarereadinghardcopybooksandwrittentextsorviewingwrittenlanguageontheircomputermonitorsore-bookreaders.
• Printingmanuscriptletterstransferstothekindsoflettersseeninbooksandonmonitors.
• Despitesmallvariationsinletterformssharingthesamename,theseadvantagesincludelearningtorecognizeandwriteletters.
• Brainimagingstudieshaveshownthat,duringearlychildhood,writinglettersimprovesletterrecognition.
Manuscript
22
• Increasesspeedofhandwriting• Reducesoccurrenceofreversalsinwriting• Providesmoreconsistencyinwheretobeginformationofeachletter
• Continuousstrokesencouragelinkingoflettersintolexicalunits—whichsupportsaccuratespelling.
• Linkedwithbrainfunctionsrelatedtoself-regulationandmentalorganization:“Cursivehelpsyouconnectthings”(Berninger).
• However,cursiveletterformationisonlyfunctionalafterithasbecomeautomatic,andautomaticitycomesonlywithsufficientpractice.
Cursive
23
Keyboardingabilitiesareaffectedbyindividualdifferencesoccurringduringearlyandmiddlechildhoodandadolescence(Berninger):Ø AbilitytotouchtypewithoutlookingatthekeysØ NeedtolookatthekeyswhentypingØ Useofjustonehandtofindandpressthekeys.u Theseindividualdifferencesmayberelatedto
myelinationinthefrontallobesthataffectsself-regulationofbehavior.
u Handsizemaybeafactor.
Keyboarding
24
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 9
• Fingersequencingmayplaydifferentrolesinperformingtheseriesofstrokesneededtotypeusingonehand,usingtwohands,ORusingallfingerstooperateakeyboard.
• Usingakeyboardalsorequirescross-caseabstraction:Ø Alllettersonastandardkeyboardareincapital
case,butwritershavetoproducewords,sentences,andtextcomposedmostlyoflower-caselettersexceptforinitialletterpositionorpropernouns.
Keyboarding
25
• Anadvantageforwritingbyhandwasobservedwhenstudentswerecomposingtext.
• Whenthetaskwastowriteasinglesentence,nodifferenceswerefoundinaccuracyortimebetweenhandwritingandkeyboarding.
• Conclusion:Advantageforwritingbyhandmayberelatedtosustainedwritingwhencomposingafirstdraft.
ComparativeResearch:WritingbyHandandKeyboarding
26
• Whenaskedtowritealphabetlettersinorder,keyboardinghadanadvantageoverhandwriting—perhapsbecauseittakeslesstimetofindandpresskeysthantoformlettersstrokebystroke.
• However,brainresearchinFrance(Longcampetal.,2003)andtheUnitedStates(James&Gautier,2006)showsthatforminglettersstrokebystroke,ratherthanselectingandpressingkeys,enhancesperception,learning,andmemory.
• Ourbrainsprogramthemselvesbyconstructingandactingontheworld—notjustbypassivelyreceivinginformation.
ComparativeResearch:WritingbyHandandKeyboarding
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 10
• Theadvantageofhandwritingoverkeyboardingduringmiddlechildhoodevenedoutduringearlyadolescence.
• Manuscript(printing),cursive,andkeyboardingshouldallbetaughttoallchildrensotheycanbecomemultilingualbyhandintheinformationage.
• IntheInformationAge,moreattentionshouldbegiventodevelopinghybridwritersskilledinmultiplemodesofletterproductionforavarietyofwritingpurposes.
ComparativeResearch:WritingbyHandandKeyboarding
28
MultilingualBy
Hand
HybridWriters
• Aschildrenlearntoformlegibleletters,thegoalofhandwritinginstructionisautomaticformationofletters—withminimalattentionandeffort—somentalresourcescanbedevotedtogeneratingthoughts,translatingthosethoughtsintowrittenspelling,sentencestructure,andorganizingtext.• SPEEDWILLDEVELOPASMOVEMENTSFORWRITINGBYHAND(LETTERFORMATION)ANDKEYBOARDING(TYPING)BECOMEAUTOMATIC.
• Thegoalistoprovideanautomatic,legibletoolthatenhancesallaspectsoflanguage.
GoalofHandwritingInstruction?AutomaticFunctionalUse
Handwriting(ManuscriptANDCursive)ANDKeyboarding
30
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 11
Speedisnottheroadtosuccess.
Carefulpracticeistheroadtospeed.
Advicefromaverywiseteacher…BethH.Slingerland
31
• Availabilityofcomputershasnoteliminatedtheneedforaccurate,effortlesshandwritingandspelling.
• Automaticrecognitionofprint,oroflettersonthekeyboard,requiresworkingmemoryforletterforms.
• Writingingeneralhelpsbuildimportantneuralconnectionsinthebrain,helpingtobetterrememberwhateveristobewritten—buttypingdoesnotbuildtheseconnections.
KeyboardingNeedstoBeTaught
32
IsWritingPrimarilyaMotorTask?WRITINGISAWRITTENLANGUAGEPROCESSVirginiaBerninger—UniversityofWA-Seattle
Non-motormentalprocessesinvolvedinhandwriting:Ø WorkingMemory—forstoringandprocessingletterformsinthe“mind’seye”(inner“eye”forviewingandanalyzinglettersandwrittenwordsaswereadandwrite)
Ø NamingLetters—auditory-kinestheticintegrationhelps“find”letterformanditslabelwithinlong-termmemory
Ø PlanningtoFormLetters—beforethemotorsystemwritesthemØ IncomingVisualandTouchSensoryInformation—aslettersareviewedwhilehandsandfingersmovetoformlettersonpaper
Ø OrthographicLoopofWorkingMemory—integrateslettersandwrittenwordsin“mind’seye”withsequentialhandandfingermovementsduringwriting
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 12
• Oncechildrenhavebeenintroducedtoletterformation,theymustlearntoretrieveandproducelettersautomatically.
• Handwritingautomaticityisastrongpredictorofthequalityofcompositioninnormallydevelopinganddisabledwriters.
• Ifletterproductionisautomatic,memoryspaceisfreedupforhigherlevelcomposingprocesses,suchasdecidingwhattowriteabout,whattosay,andhowtosayit.
• TheintactnessoffinemotorskillsaloneDOESNOTACCOUNTFORHANDWRITINGPROBLEMSASMUCHASTHEABILITYTOCODEANIDENTIFIEDLANGUAGESYMBOL(ALETTER)INMEMORY.
HANDWRITINGISAWRITTENLANGUAGEPROCESSHANDWRITINGAUTOMATICITY
VirginiaBerninger—UniversityofWA-Seattle
“Fromourstudies,extendingoverthepast10years,wehavesofarbeenabletorecognizeonlyonefactorwhichiscommontotheentiregroupandthatisdifficultyinrepicturingorrebuildingintheorderofpresentation,sequencesofletters,ofsounds,orofunitsofmovement.”
visualèauditoryèkinesthetic-motor(speech&writing)
TeachingHandwritingtoStudentswithDyslexiaandDysgraphia:SomeHistory
Dr.SamuelTorreyOrtonReading,WritingandSpeechProblemsinChildren(1937)
35
—linkagesbetweenandamong —sensorypathways:
§ Simultaneousmultisensoryteachingandlearning:linkingvisual,auditory,andkinesthetic-motor
§ Associationofthelettersthattheeyesareseeingandtheearsarehearingwiththefeelofsoundproduction(speech)andletterproduction(writing)—
PrinciplesofInstructionBasedonOrton’sResearchForTeachingHandwriting
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 13
Theprocessoflearningtowritedependsinitiallyuponlearningtorecognizethegraphicformsofeveryletter.
Writingencompassessimultaneousproductionofmultipleprocesses:ª Spatialorganizationª Marginsª Sequenceofmovementsforformingeachletterª Punctuationª Capitalizationª Spellingª Vocabularyª Syntax-Grammar
Writingdemandssufficientworkingmemorytoenablethestudenttorememberandtothinkatthesametime.
WhatDoesItTaketoLearntoWrite???
Luria:Writingoccursthroughachainofisolatedmotorimpulses,andeachimpulseisresponsibleforonlyoneelementofthegraphicstructure.Withpractice,thisstructureoftheprocessisradicallyaltered,andwritingisconvertedintoasingle“kineticmelody.”
Formationofeachindividualletterconsistsofauniquesequenceofmovementsthatdefinesitandmakesitdifferentfromeveryotherletterform.
Teachingoneway(aspecificsequenceofmovements)toformeachindividualletter—andformingtheletterthesamewayeverytimeitiswritten—supportsprogresstowardautomaticletterformation—thegoaloflearningtowritebyhand.
Handwritingisnotfunctionaluntilithasbecomeautomatic. Keyboardingisnotfullyfunctionaluntilitispossibletotype
withoutlookingatthekeys.
GoalèAutomaticityè“KineticMelody”(Luria)
38
Learningtowriteisnotaphenomenallearning.Writingmustbetaught.Learningtowriterequiresinstruction.
HandwritingshouldNOTbetaughtinisolation—butintegratedthroughoutthedailyStructuredLiteracyteachingformat—fromskillstofunctionaluse.
"Whatourresearchandotherpeople'sresearchisshowingis,startingaroundkindergarten,firstgrade,kidsreallydobestwhenyouintegratewritingwiththereading”…(VirginiaBerninger)
Beginwithhandwritingandspellinginstructionandhavethemusebothfunctionallythroughguidedtargetedpracticeandastheyputtheirownideasonpaper
WhatDoesItTaketoLearntoWrite???
39
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 14
LEARNING TO WRITE 1. Learning new letters 2. Practicing letters newly learned 3. Review of letters previously learned 4. Teaching and Practicing letter connections (Cursive)
AUDITORY VISUAL A. Phoneme-Grapheme Practice
Auditory ➲ Visual = Phoneme ➲ Grapheme
B. Encoding (segmentation)
C. Spelling 1. Base Elements + Affixes 2. Unpredictable Words 3. Phrases—Sentences—Paragraphs
D. Dictation E. GOAL: Independent Writing
A. Grapheme-Phoneme Practice Visual ➲ Auditory = Grapheme ➲ Phoneme
B. Decoding (blending)
C. Preparation for Reading (Pre-Teaching Vocabulary and Syntax—words, phrases, grammar, punctuation, etc.)
D. Reading Connected Text (Structured Reading ➲ Studying)
E. GOAL: Independent Reading
A **Sample for Illustration
Basic Daily Lesson Plan Format➲INTEGRATED Structured Literacy Lesson
Slingerland® Multisensory Structured Language Approach
Ø Kinestheticmemoryistheearliest,strongestandmostreliableformofmemory.
Ø GrossMotorMovement§ WholeArm§ StraightWrist§ WritinginAir
Ø TracingaModel—largeenoughtoensurewholearmmovementduringtracing
Ø Usingwordstotellarm/handhowtoformletterØ Uniquesequenceofmovementsforformationofeachletter
Ø Namingeachletterasitisformed
DirectExplicitHandwritingInstruction
41
Ø BothfeetflatonthefloorØ Bothhandsonthedesk
§ Writinghandholdingthepencil
§ Non-writinghandanchoringthepaperduringwriting
Ø BackstraightØ SlightforwardleanØ Deskclear
OptimumSittingPositionforWriting
42
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 15
AppropriatePencilGrip…
43
TRIPODPENCILGRIPèPINCH-REST-LEANWHATADIFFERENCEAPENCILGRIPCANMAKE
ReducesfatigueandstrainonthehandEncouragesfluent,ratherthanjerkywriting
Pavestheroadtoautomaticity
44
...aworkinprogress...PRACTICEMAKESPERMANENT
(“sortof”tothetuneof“GodBlessAmerica”)
Practicemakespermanent,dayafterday.WithyourPENCILgripandyourPAPERslantAndtheLETtersyouPLAN,write,andsay.WithyourFEETflatandyourBACKstraight,
AndyourPINCH,rest,andlean.ThegoalisforyourWRI-ting.Toreachau-to-ma-TIC-ity.
Slantedforcursiveletterformation§ Left-HandedWritersèleftcornerup*§ Right-HandedWritersèrightcornerup*
Straightformanuscriptletterformation
*Canputstripoftapeondesktoremindstudentofslantposition
PaperPosition
45
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 16
Whenteachingindividualletterformation,beginwithpaperthatensureslargemotormovementsduringtracing.
Asstudentsprogresstowardautomaticity,papersize—andwidthoflines—maybereduced.
RememberèKinesthetic(muscle)memoryistheearliest,strongestandmostreliableformofmemory.
PaperSizeandLines
46
LEARNING TO WRITE 1. Learning new letters 2. Practicing letters newly learned 3. Review of letters previously learned 4. Teaching and Practicing letter connections (Cursive)
AUDITORY VISUAL A. Phoneme-Grapheme Practice
Auditory ➲ Visual = Phoneme ➲ Grapheme
B. Encoding (segmentation)
C. Spelling 1. Base Elements + Affixes 2. Unpredictable Words 3. Phrases—Sentences—Paragraphs
D. Dictation E. GOAL: Independent Writing
A. Grapheme-Phoneme Practice Visual ➲ Auditory = Grapheme ➲ Phoneme
B. Decoding (blending)
C. Preparation for Reading (Pre-Teaching Vocabulary and Syntax—words, phrases, grammar, punctuation, etc.)
D. Reading Connected Text (Structured Reading ➲ Studying)
E. GOAL: Independent Reading
A **Sample for Illustration
Basic Daily Lesson Plan Format➲INTEGRATED Structured Literacy Lesson
Slingerland® Multisensory Structured Language Approach
TeachingaNewLetter Learning to Write 2a
I. Learning New Letters
1. Name letter. T: Shows wall card. Places hand under lower case letter. Names letter. S: Names the letter (each student in the class)
2. Show how to form letter. T: Forms large letter on the board, naming letter as it is formed,
verbally stressing difficult parts. S: Tells how to form letter as teacher writes on board (no fwas)*.
SSS-TT-2011 NCW
48
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 17
u Thenameofaletterisitsmoststableproperty.
u Theshapeofalettermaychange[e.g.,upper-lowercaseforms,cursive-manuscript].
u Thespeechsoundrepresentedbythatlettermayvary[e.g.,longorshortvowelsound,hardorsoftcorg].
ImportanceofLetterNames
49
TeachingaNewLetter2b-OPTIONAL
Learning to Write I. Learning New Letters
OPTIONAL 3. Several students trace at board (optional as needed) T: Makes several patterns on the board. S: Tells how to form letter while teacher traces one letter pattern
on board (no fwas)*. AS NEEDED: Individual students—one at a time—trace patterns on board.
OPTIONAL 4. Permanent Pattern (optional as needed)
-FINGERS T: Gives individual prepared, permanent patterns. C: Traces and names, using two fingers. -BLUNT END OF PENCIL C: Traces and names, using blunt end of pencil.
SSS-TT-2011 NCW
50
TeachingaNewLetter
Learning to Write 2c I. Learning New Letters 5. Expendable Pattern T: Gives expendable pattern to each student.
(3-fold/1 writing (wr) line/175-01 paper)
A. Trace S/C: Traces, naming letter, while using -Two fingers -Blunt end -Lead end
B. Copy S/C: Marks baseline. Plans while naming using two fingers, blunt end, lead end. S/C: Copies, then traces teacher's pattern, until teacher corrects. T: Checks and corrects each student's letter as needed S/C: Traces, naming. C. Write from Memory
S/C: Folds paper over, covering first two sections, marks baseline, plans (fingers, blunt end).
S/C: Writes from memory. T: Corrects, if needed. S/C: Traces, naming. S/C: Writes from memory. S/C: Writes from memory. C: Traces, naming.
DRAW DIAGRAM OF PAPER WITH ALL LINES/FOLDS AND SAMPLE LETTER PATTERN.
____________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _
____________________ ____________________ ____
SSS-TT-2011 NCW
51
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 18
Teachinganewletter:1writinglineexpendablepattern
PracticingLettersNewlyLearnedLearning to Write 3
II. Practicing Letters after Teaching (LIST OF NEW, OR DIFFICULT, LETTERS TO BE PRACTICED)
(back of 3-fold/1 writing (wr) line/175-01 paper with pattern)
C: Turns paper over. T: Names letter. S: (1) Tells teacher how to write letter on board while fwas OR (2) Forms letter in air (fwas), naming. C: Marks baseline; plans while naming using two fingers, blunt end of pencil. C: Writes letter, naming. T: Corrects, if necessary. C: Traces and names letter.
T: Repeats above with a different letter for each of the two remaining spaces.
SSS-TT-2011 NCW
53
LEARNING TO WRITE 1. Learning new letters 2. Practicing letters newly learned 3. Review of letters previously learned 4. Teaching and Practicing letter connections (Cursive)
AUDITORY VISUAL A. Phoneme-Grapheme Practice
Auditory ➲ Visual = Phoneme ➲ Grapheme
B. Encoding (segmentation)
C. Spelling 1. Base Elements + Affixes 2. Unpredictable Words 3. Phrases—Sentences—Paragraphs
D. Dictation E. GOAL: Independent Writing
A. Grapheme-Phoneme Practice Visual ➲ Auditory = Grapheme ➲ Phoneme
B. Decoding (blending)
C. Preparation for Reading (Pre-Teaching Vocabulary and Syntax—words, phrases, grammar, punctuation, etc.)
D. Reading Connected Text (Structured Reading ➲ Studying)
E. GOAL: Independent Reading
A **Sample for Illustration
Basic Daily Lesson Plan Format➲INTEGRATED Structured Literacy Lesson
Slingerland® Multisensory Structured Language Approach
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 19
Reviewofletterspreviouslylearned III. Reviewing Letters (LIST OF SINGLE LETTERS TO BE REVIEWED) 4a
Indicate Progression: #1 #2 #3 #4. (6-fold/2 writing lines/200-02 paper) 1. Progression #1
T: Names letter. S: Tells teacher how to form letter while fwas. T: Forms on board as instructed by student. C: Fwas, naming; plans, writes on paper, naming; proofreads. T: Corrects. C: Traces and names.
2. Progression #2 T: Names letter. S: Fwas, naming. C: Fwas, naming; plans, writes on paper, naming; proofreads. T: Corrects. C: Traces, naming.
3. Progression #3 T: Names letter. C: Fwas, naming; plans, writes on paper, naming; proofreads. T: Corrects. C: Traces, naming.
4. Progression #4 T: Names letter. C: Plans, writes on paper, naming; proofreads. T: Checks if needed. T/S: Corrects if necessary. C: Traces, naming.
SSS-TT-2011 NCW
______________________________________
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_x____________________________________
_____________________________________
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _
_x____________________________________
______________________________________
55
ReviewofletterspreviouslylearnedTeachingandPracticingletterconnections(Cursive)TeachingandPracticinglettersequences(Manuscript)
IV. Teaching Cursive Letter Connections (LIST OF CURSIVE LETTER CONNECTIONS) Indicate Progression: #1 #2 #3 #4. __6-fold/2 writing lines/200-02 paper
Use expendable patterns to teach difficult connections. 1. Progression #1
T: Names letters. S: Tells teacher how to form letters while fwas. T: Forms on board as instructed by student (models planning). C: Fwas, naming; plans, writes on paper, naming; proofreads. T: Corrects. C: Traces and names.
2. Progression #2 T: Names letters. S: Fwas, naming. C: Fwas, naming; plans, writes on paper, naming; proofreads. T: Corrects. C: Traces, naming.
3. Progression #3 T: Names letters. C: Fwas, naming; plans, writes on paper, naming; proofreads. T: Corrects. C: Traces, naming.
4. Progression #4 T: Names letters. C: Plans, writes, naming; proofreads. T: Checks, if needed.
T/S: Corrects if necessary. C: Traces, naming.
4b
SSS-TT-2012 NCW
______________________________________
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_x____________________________________
_____________________________________
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _
_x____________________________________
______________________________________
Reviewofletterspreviouslylearned:2writinglinesTeachingandPracticingletterconnections(Cursive)TeachingandPracticinglettersequences(Manuscript)
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 20
Reviewofletterspreviouslylearned:3writinglinesTeachingandPracticingletterconnections(Cursive)TeachingandPracticinglettersequences(Manuscript)
Reviewofletterspreviouslylearned:5writinglinesTeachingandPracticingletterconnections(Cursive)TeachingandPracticinglettersequences(Manuscript)
u “Anactisnotproperlylearnedaslongasitrequiresvisualsupervision.Anoarsmancanrowaswellinthedark.Hedoesnotneedtolookattheoars.Hismusclesdirecthim.”—Unknown
u “AsIwrite,mymindisnotpreoccupiedwithhowmyfingersformtheletters;myattentionisfixedsimplyonthethoughtthewordsexpress.Buttherewasatimewhentheformationoftheletters,aseachonewaswritten,wouldhaveoccupiedmywholeattention.”—SirCharlesSherrington,1906
u Securemotorpatternseventuallyallowhandwritingtobecomesuchahabitualskillthatthemindisfreetothinkwhilethearmandhandautomaticallyproducethewordschosenbythemind.”—Getman,1984
PracticeMakesPermanent
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 21
• Kinestheticmemoryistheearliest,strongestandmostreliableformofmemory.
• Speedisnottheroadtosuccess.Carefulpracticeistheroadtospeed.
TwoVERYBIGIdeastoRemember
61
Ø Studentsneedtobeabletocopyaccurately.Ø Teachcopyingdirectly,explicitly,andsystematicallyjustasotherskillsaredirectlytaught.*
Ø Progressfromthesimpletothecomplex.Ø Provideampletimeforguidedpracticefollowedbyindependentpractice.
Ø Buildaccountabilityforaccurate,efficientcopying.
CopyingIsImportantCopyingNeedstoBeTaught
GOAL➨AUTOMATICITY➨INDEPENDENCE♦fromteachermodeling➨guidedpractice➨toindependentfunctionaluse♦
1.Teacherdemonstrates,verbalizingeachstep.
2.Individualstudentspracticewithguidance,verbalizing.
3.Class(orgroup)practiceswithguidance,verbalizingasneeded.
4.Studentspracticeindependently.
5.INDEPENDENCEINFUNCTIONALUSE
TeachingaNewConcept:FiveSteps
BethSlingerland
63
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 22
FocusLesson
GuidedInstruction
Idoit
Wedoit
YoudoittogetherCollaborative
Independent Youdoitalone
TEACHERRESPONSIBILITY
STUDENTRESPONSIBILITY
Fisher&Frey
AStructureforInstructionthatWorks
ProvenEffectivenesswithaModernLabel??“GradualReleaseofResponsibility”(Fisher&Frey)
MultisensoryStructuredLanguageInstruction
StructuredLiteracyu PresentinformationtostudentssotheySEEit,SAYit,
HEARit,andFEELit(whenWRITINGandSPEAKING).u Thesesystematicmultisensorystrategiesfostertheautomaticassociationofvisual,auditoryandkinestheticinputsothatstudentsarecreatingnecessaryauditory-visual,visual-auditory,andauditory-visual-kinestheticassociationsregardlessofthemodalitythatcarriestheinitialstimulus(visual→readingORauditory→spellingandwrittenexpression).
u Everylanguagetaskrequirestheassociation,orintegration,ofatleasttwomodalities.
MultisensoryStructuredLanguageInstruction
StructuredLiteracyu TheMSLIteacherplanslessonsforgroupsbasedonthe
individualneedsofallstudentswithinthegroup.
u Theteacherguidesstudentsastheypractice—neverassuming—butconstantlymovingaroundtheclassroomtopreventerrors,clarifyconfusion,andensuresuccess.
u MSLIincludestheteachingoflanguagestructureatalllevelsbeginningalwayswiththesimplestandsmallestunit(aletter)andprogressingsystematicallytowords,wordswithaffixes,phrases,sentences,paragraphs—unitsofconcept.
u Everylessonbeginswithskillsinstructionandprogressestofunctionaluseofskillsathigherandhigherlevels.
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 23
NormalLanguageAcquisition
Alllanguagerequirestheintegrationofatleasttwomodalities…
§ Silentreading§ Copying§ Oralreading§ Speaking
68
Symmetry, Reading, and Neuronal Recycling Do people with dyslexia see things backwards?
Dehaene—2009 u Most properties within the visual circuits of
children’s brains are useful for reading—but one is detrimental: generalization across mirror images.
u This ancient property explains why most children make reversal errors when they begin learning to read and write. ² They see the letters <b> and <d> as though they
were the same object viewed from two different angles or perspectives. Tiger analogy.
u Letter discrimination makes it necessary to “unlearn” this spontaneous competence for mirror-image generalization. 69
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 24
§ Peoplewithdyslexiahavedifficultyrememberinglabelsassociatedwithspecificlettersthatarevisuallysimilar.
§ PoordecodingstrategiesèRelianceonvisualmemoryforhowwordslook.
• Theyoftenguesstheincorrectlabelforagroupoflettersthatappearvisuallysimilar.
• visualèauditory(verbal)integration
PeoplewithDyslexia
DoNotSeeLettersBackwards
70
Reading and Writing and Reversals Reading in the Brain:
The New Science of How We Read (p. 264) Stanislas Dehaene
• "Mirror writing occurs in all cultures, including China and Japan.
• It appears for a short period of time at the age when children first begin to write, and then promptly vanishes.”
• Unless this phenomenon extends beyond first or second grade, there is no cause for alarm.
• At later ages, reversals are indeed more frequent in children with dyslexia…and intervention is generally required to eliminate them.
72
Whatmakeslearningstick?…
§ PracticeMakesPermanent
§ BecertainthatwhatyoupracticeISwhatyouwanttobecomepermanent. -JoyceSteeves
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 25
GrowthoftheLanguageCortex:frombirthtosixyears
FromInsidetheBrainbyGeorgeOjemann
73
73
AnitaArcher…
DRILL ➲ SKILL ➲ THRILL
74
VerbalizedExpression
Understanding
andSpeaking
Reading
Written
Expression
Complete
Auditory-Visual-KinestheticLanguage
Functionfor
OralLanguageReading
WrittenExpression
DevelopmentofNormallyAcquiredLanguageFunction
BethSlingerland
75
CompleteAuditory-Visual-KinestheticLanguageFunctionèA-V-K
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 26
LanguageProcessing:tangentiallearningmodel
VISUALAUDITORY
76
KINESTHETIC
SimultaneousMultisensoryLanguageProcessing:IntegratedLearningModel—SLINGERLAND
VISUALAUDITORY
KINESTHETIC
77
LEARNING TO WRITE 1. Learning new letters 2. Practicing letters newly learned 3. Review of letters previously learned 4. Teaching and Practicing letter connections (Cursive)
AUDITORY VISUAL A. Phoneme-Grapheme Practice
Auditory ➲ Visual = Phoneme ➲ Grapheme
B. Encoding (segmentation)
C. Spelling 1. Base Elements + Affixes 2. Unpredictable Words 3. Phrases—Sentences—Paragraphs
D. Dictation E. GOAL: Independent Writing
A. Grapheme-Phoneme Practice Visual ➲ Auditory = Grapheme ➲ Phoneme
B. Decoding (blending)
C. Preparation for Reading (Pre-Teaching Vocabulary and Syntax—words, phrases, grammar, punctuation, etc.)
D. Reading Connected Text (Structured Reading ➲ Studying)
E. GOAL: Independent Reading
A **Sample for Illustration
Basic Daily Lesson Plan Format➲INTEGRATED Structured Literacy Lesson
Slingerland® Multisensory Structured Language Approach
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 27
KinestheticHelpingeachstudentdevelopawareness:
§ Theoral-motormovementforpronunciationofeachphoneme—uniquesequenceofmovements
§ Thesequenceofhandmovementsforformationofeachletterofthealphabet—uniquesequenceofmovements
79
FromSkillstoFunctionalUse
FunctionalUseAUDITORY
C. SPELLING“earspan”
who/what/when/where/why/how• Punctuation• Vocabulary • Rhythm • Phrases • Clauses • Grammar• ConceptMarkers
VISUALC.PREPARATIONFORREADING
“eyespan”who/what/when/
where/why/how• Punctuation• Vocabulary • Rhythm • Phrases • Clauses • Grammar • ConceptMarkers
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 28
Pre-TrialDiversionStudentsMENTORCOURTPROJECTSANFRANCISCOSUPERIORCOURT
• STUDENTS:• youngadults18to24years
• INSTRUCTIONALAPPROACH:• SlingerlandMultisensoryStructuredLanguage
Approach• INSTRUCTIONALFORMAT:
• smallgroupof6students• INTENSITYANDDURATIONOFINSTRUCTION:
• 12months@2hoursofinstructionperweek82
• “Handwritingpresentsthebiggestbarrierstudentsmustovercomeinlearningtowrite.
• Thefocusedthoughtthatyoungwritersmustputintohowtoformlettersinterfereswithotherwritingprocesses.”
ThePerilsofEffortfulLetterFormation
VirginiaBerninger—UniversityofWA-Seattle
AnotherBigIdeaforaPartingThought
83
References
Berninger, V.W. (March 2013). Educating Students in the Computer Age to Be Multilingual by Hand. Commentaries (National Association of State Boards of Education). 19 (1).
Berninger, V.W. (May-June 2012). Strengthening the Mind’s Eye: The Case for Continued Handwriting Instruction in the 21st Century. Principal. 28-31.
Berninger, V. Abbott, R., Jones, J., Wolf, B., Gould, L., Anderson-Youngstrom, M., Shimada, S., & Apel, K. (2006). Early development of language by hand: Composing-, reading-, listening-, and speaking- connections, three letter writing modes, and fast mapping in spelling. Developmental Neuropsychology, 29, 61-92.
Berninger, V., & Richards, T. (2002). Brain literacy for educators and psychologists. New York: Academic Press.
Berninger, V., Whitaker, D., Feng, Y., Swanson, H.L., & Abbott, R. (1996). Assessment of planning, translating, and revising in junior high writers. Journal of School Psychology, 34, 23-52.
Berninger, V., & Winn, W. (2006). Implications of advancements in brain research and technology for writing development, writing instruction, and educational evolution. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 96-114). New York: Guilford.
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 29
Berninger, V., Winn, W., Stock, P., Abbott, R., Eschen, K., Lin, C. et al. (2008). Tier 3 specialized writing instruction for students with dyslexia. Reading and Writing. An Interdisciplinary Journal, 21, 95-129. Printed Springer On Line. May 15, 2007.
Berninger, V., & Wolf, B. (2015) Teaching Students with Dyslexia, Dysgraphia, OWL LD, and Dyscalculia, Second Edition 2nd Edition.Baltimore: Paul H. Brookes.
Fayol, M. (1999). From on-line management problems to strategies in written composition. In M. Torrance & G. Jeffery (Ed.), The cognitive demands of writing (pp. 13-23). Amsterdam: Amsterdam University Press.
Florey. K. (2009) Script and Scribble: The Rise and Fall of Handwriting. Brooklyn, NY: Melville House.
Hayes, L. & Flowers, J. (Dec., 1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32, 365-387: National Council of Teachers of English
James, K.H. & Gauthier, I. (2006) Letter processing automatically recruits a sensory-motor brain network. Neuropsychologia. 44(14):2937-49. Epub 2006 Aug 22.
King, D. (2005). Keyboarding Skills (2nd Edition). Cambridge. MA: Educators Publishing Service.
Longcamp, M., et al. (2003). Visual presentation of single letters activates a premotor area involved in writing Institute for Physiological and Cognitive Neurosciences, CNRS, 31 Marseille, France.
National Association of State Boards of Education (NASBE) Commentaries: http://www.nasbe.org/wp-content/uploads/PU_HandwritingDebate9_12.pdf Peverly, S. (January 23, 2012). The Relationship of Transcription Speed and Other
Cognitive Variables to Note-Taking and Test Performance. Presentation at Handwriting in the 21st Century? An Educational Summit (Washington, DC).
Pressler, M.W. (October 10, 2006). The Handwriting Is on the Wall. Washington Post. www.washington-post.com/wp-dyn/content/article/2006/10/10/AR2006101001475.html.
Sheffield, B. (1996). Handwriting: A Neglected Cornerstone of Literacy. Annals of Dyslexia. Vol. 46.
Wolf, B. and V. Berninger, V., in J. Birsh & S. Carreker. (Ed.). (2018). Multisensory Teaching of Basic Language Skills. Baltimore-4th Edition (in press). MD: Paul H. Brookes Publishing Co.
Zaner-Bloser Editors (2012). Handwriting Research Impact on the Brain and Literacy Development.
http://shop.zaner-bloser.com/p-3378-handwriting-research-impact-on-the-brain-and-literacy-development.aspx.
Website—References
87
§ www.interdys.org TheInternationalDyslexiaAssociation§ www.slingerland.org
SlingerlandInstituteforLiteracy---ProvidesteachertrainingusingtheSlingerland®MultisensoryStructuredLanguageApproach—asimultaneous,multisensory,structuredlanguageapproachforteachinglanguageartstostudentswithdyslexiaintheclassroom,insmallgroups,andindividually.
§ www.imslec.orgInternationalMultisensoryStructuredLanguageEducationCouncil(IMSLEC)—Establishescriteria,evaluates,andaccreditsqualitytrainingcoursesfortheprofessionalpreparationofmultisensorystructuredlanguageeducationspecialists(cliniciansandteacher)s.
§ www.altaread.orgAcademicLanguageTherapyAssociation(ALTA)—Certifiesindividualstrainedintheremediationofwrittenlanguageskills;anationalprofessionalmemberorganization.
§ www.allianceaccreditation.orgAllianceforAccreditationandCertification(Alliance)—Promotesstandardsforqualityprofessionalpreparation;aunitedassociationoforganizationsconcernedwiththeaccreditationofMultisensoryStructuredLanguageEducation(MSLE)trainingcoursesandthecertificationofgraduatesofthesecourses.
§ www.ncld.orgNationalCenterforLearningDisabilities(NCLD)—Connectsparentsandotherswithessentialresources,provideseducatorswith evidence-basedtools,andengagesadvocatesinpublicpolicyinitiatives.
§ www.dyslexia.yale.eduYaleCenterforDyslexiaandCreativity(NCLD)—Advocacyandpublicpolicy.§ www.dyslexiafoundation.orgDyslexiaFoundation(TDF)—Advancingscienceandtranslation;teachertraining.
BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?
TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.
EveryoneReading3.5.2019 30
MoreReferences:ResearchonHandwriting• Teaching Manuscript in Multi-Leveled, Structured Language Lessons in Grades 1 to 2
•Wolf, B., Berninger, V., & Abbott, R (2016, July 23 on-line). Effective beginning handwriting instruction: Multimodal, consistent format for 2years, and linked to spelling and composing. Reading and Writing. An Interdisciplinary Journal, pp.1-19. DOI: 10.1007/s11145-016-9674-4 NIHMS 805554 Available as ‘Online First’ http://link.springer.com/article/10.1007/s11145-016-9674-4
• Unique Contributions in Cursive in Grades 4 and above •Alstad, Z.., Sanders, E., Abbott, R., Barnett, A., Hendersen, S., Connelly, V., & Berninger, V. (2015). Modes of alphabet letter production during middle childhood and adolescence: Interrelationships with each other and other writing skills.Journal of Writing Research, 6(3), 199-231. http://www.jowr.org/next.htmlhttp://dx.doi.org/10.17239/jowr-2015.06.03.1
• Benefits of Teaching Touch Typing in Grades 4 and above • #644747: NIHMS644747 [NCBI tracking system #16689920] •Thompson, R., Tanimoto, S, Abbott, R., Nielsen, K., Geselowitz, K., Lyman, R., Habermann, K., Mickail, T., Raskind, M., Peverly, S. Nagy, W., and Berninger, V.(July 19, 2016 on line).Relationships between language input and letter output modes in writing notes and summaries for students in grades 4 to 9 with persisting writing disabilities. Assistive Technology Journal. DOI: 10.1080/10400435.2016.1199066
• Link for on line published paper: http://dx.doi.org/10.1080/10400435.2016.1199066 http://www.tandfonline.com/doi/full/10.1080/10400435.2016.1199066
References:ResearchonHandwriting
• Richards, T., Peverly, S., Wolf, A., Abbott, R., Tanimoto, S., Thompson, R., and Berninger, • Sosic-Vasic, Z. & Spitzer, M. (2016, July 22 on line). Idea units in notes and summaries for read
texts by keyboard and pencil in middle childhood students with specific learning disabilities: Cognitive and brain findings. Trends in Neuroscience and Education. http://www.journals.elsevier.com/trends-in-neuroscience-and-education/
Teaching Students with SLDs in Inclusive Settings Using Evidence-Based Practices • Berninger, V., & Wolf, B. (2016). Dyslexia, dysgraphia, OWL LD, and dyscalculia: Lessons from
teaching and science, Second Edition.Baltimore: Paul H. Brookes. Also available as e-book. • Berninger, V., & Wolf, B. (2016). Dyslexia, dysgraphia, OWL LD, and dyscalculia: Lessons from
teaching and science, Second Edition.Baltimore: Paul H. Brookes. Also available as e-book. Brain Bases of Diverse SLDs • 1. Richards, T.L, Grabowksi, T., Askren, K., Boord, P., Yagle, K.,Mestre, Z., Robinson, O., Welker,
D. Gulliford, V, Nagy, W., & Berninger, V. (2015, posted on line March 28). Contrasting brain patterns of writing-related DTI parameters, fMRI connectivity, and DTI-fMRI connectivity correlations in children with and without dysgraphia or dyslexia NeuroimageClinical. http://link.springer.com/article/10.1007/s11145-015-9565-0
• 10.1016/j.nicl.2015.03.018 NIHMS695386 PMC 4473717 • http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4473717 • 2. Berninger, V., Richards, T., & Abbott, R. (2015, published on line April 21, 2015).Differential
diagnosis of dysgraphia, dyslexia, and OWL LD: Behavioral and neuroimaging evidence. Reading and Writing. An Interdisciplinary Journal, 28, 1119-1153. doi:10.1007/s11145-015-9565-0 A2 contains supplementary material available to authorized users: NIHMS683238 PublID 2615-04-21_0002 PMC ID # forthcoming
89
Benefits of Handwriting for Note-Taking at the Brain Level of Analysis
Knowyourstuff!
Knowledgeoflanguageisessentialforteachersofstudentswithdyslexia.
-LouisaMoats,Ed.D.
§ Knowyourstuff.§ Knowwhomyou’restuffing.§ Stuffeveryminuteofeverylesson.
-coinedbyaFloridateacherquotedbyDr.JosephTorgesen-
90
Recommended