Editing Handwriting (section)

== Pedagogy ==

=== Significance in education ===
As pen-and-paper assignments remain common throughout the century, handwriting practice exercises are still issued by instructors worldwide because handwriting is recognized as a primary tool for the [[communication]] of ideas. In order for handwriting to be efficiently utilized by students, it is ideal for the process to be familiar and automatic.<ref>{{Cite journal |last=Sassoon |first=Rosemary |date=1986 |title=A handwriting for life |url=http://journals.sagepub.com/doi/10.1177/026565908600200102 |journal=Child Language Teaching and Therapy |language=en |volume=2 |issue=1 |pages=20–30 |doi=10.1177/026565908600200102 |issn=0265-6590 |via=SAGE Publications|url-access=subscription }}</ref> The letter-writing skill can reflect the beginnings of orthographic knowledge well, and this knowledge has been shown to be important to spelling in older children.<ref>Puranik, Cynthia S.; Lonigan, Christopher J.; Kim, Young-Suk (2011-10-01). "Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children". ''Early Childhood Research Quarterly''. '''26''' (4): 465–474. [[Doi (identifier)|doi]]:10.1016/j.ecresq.2011.03.002. [[ISSN (identifier)|ISSN]] 0885-2006. [[PMC (identifier)|PMC]] 3172137. [[PMID (identifier)|PMID]] 21927537.</ref> Better letter recognition can be facilitated by practicing handwriting in late preschool, as studies suggest that elementary students benefit from explicit handwriting instruction. With sufficient practice, legibility tends to improve over time.<ref>{{Cite journal |last=Fancher |first=Lee Ann |last2=Priestley-Hopkins |first2=Deborah A. |last3=Jeffries |first3=Lynn M. |date=2018-10-02 |title=Handwriting Acquisition and Intervention: A Systematic Review |url=https://www.tandfonline.com/doi/full/10.1080/19411243.2018.1534634 |journal=Journal of Occupational Therapy, Schools, & Early Intervention |language=en |volume=11 |issue=4 |pages=454–473 |doi=10.1080/19411243.2018.1534634 |issn=1941-1243|url-access=subscription }}</ref>

Additionally, research indicates that handwriting production is more cognitively costly and challenging for children than oral language production.<ref>{{Cite journal |last=Grabowski |first=Joachim |date=2009-11-12 |title=Speaking, writing, and memory span in children: Output modality affects cognitive performance |url=https://doi.org/10.1080/00207590902914051 |journal=International Journal of Psychology |volume=45 |issue=1 |pages=28–39 |doi=10.1080/00207590902914051 |issn=0020-7594|url-access=subscription }}</ref> Poor handwriting skills and autonomy have been shown to often impair higher-level cognition and [[Creativity|creative thinking]] in children, leading them to become labelled by their instructors as dysgraphic or clumsy.<ref>{{Cite journal |last=Rosenblum |first=Sara |last2=Weiss |first2=Patrice L. |last3=Parush |first3=Shula |date=2003 |title=Product and Process Evaluation of Handwriting Difficulties |url=https://www.jstor.org/stable/23361534 |journal=Educational Psychology Review |volume=15 |issue=1 |pages=41–81 |issn=1040-726X}}</ref> [[Meta-analysis]] of classroom assignments also found that the legibility of handwriting affects the grading of work as clearer handwriting tends to receive better marks than illegible or messier handwriting, the phenomenon of which has been coined "the presentation effect."<ref name=":0">{{Cite journal |last=Santangelo |first=Tanya |last2=Graham |first2=Steve |date=2016 |title=A Comprehensive Meta-analysis of Handwriting Instruction |url=https://www.jstor.org/stable/24761232 |journal=Educational Psychology Review |volume=28 |issue=2 |pages=225–265 |issn=1040-726X}}</ref> 

Also, it was found that movements through handwriting help children organize their perceptions and improve their ability to recognize letters by shaping their spatial understanding.<ref>{{Cite journal |last=Longcamp |first=Marieke |last2=Zerbato-Poudou |first2=Marie-Thérèse |last3=Velay |first3=Jean-Luc |date=May 2005 |title=The influence of writing practice on letter recognition in preschool children: A comparison between handwriting and typing |url=https://linkinghub.elsevier.com/retrieve/pii/S0001691804001167 |journal=Acta Psychologica |language=en |volume=119 |issue=1 |pages=67–79 |doi=10.1016/j.actpsy.2004.10.019|url-access=subscription }}</ref> In further study, because of the implied importance of handwriting to academic success, considerable research has been conducted into the efficacy of a variety of [[teaching]] methods. When quantifying writing [[fluency]] through parameters such as writing speed and duration of intermissions, teaching handwriting through digital tablets/technology, individualized instruction, and rote motor practice produced statistically significant increases in legibility and writing [[fluency]] which were able to be quantified.<ref name=":0" /><ref>{{Cite journal |last=Graham |first=Steve |last2=Weintraub |first2=Naomi |date=1996-03-01 |title=A review of handwriting research: Progress and prospects from 1980 to 1994 |url=https://link.springer.com/article/10.1007/BF01761831 |journal=Educational Psychology Review |language=en |volume=8 |issue=1 |pages=7–87 |doi=10.1007/BF01761831 |issn=1573-336X|url-access=subscription }}</ref>

Students with different levels of handwriting ability, including those with physical challenges, showed greater improvements in manuscript handwriting after receiving instruction through a computer-based system, compared to traditional methods.<ref>{{Cite journal |last=Graham |first=Steve |last2=Weintraub |first2=Naomi |date=March 1996 |title=A review of handwriting research: Progress and prospects from 1980 to 1994 |url=http://link.springer.com/10.1007/BF01761831 |journal=Educational Psychology Review |language=en |volume=8 |issue=1 |pages=7–87 |doi=10.1007/BF01761831 |issn=1040-726X|url-access=subscription }}</ref>

=== Cognitive processes in writers ===
Children with specific [[Learning disability|learning disorders]], such as poor/slow handwriting, have been observed in [[Psychology|psychological]] study to follow specific mental frameworks which instructors can use to help pinpoint weakness in linguistic skill and develop their students' fluency and writing composition. The Hayes & Berninger framework is a stratified web of interconnected thought processes which relate different cognitive processes to each other in their function of writing in general, and this framework has seen considerable use in pedagological research.<ref name=":1">{{Citation |last=O’Rourke |first=Lynsey |title=Understanding Writing Difficulties through a Model of the Cognitive Processes Involved in Writing |date=2018 |url=https://www.jstor.org/stable/10.1163/j.ctv3znwkm.5 |work=Writing Development in Struggling Learners |volume=35 |pages=11–28 |editor-last=Connelly |editor-first=Vincent |access-date=2023-03-13 |series=Understanding the Needs of Writers across the Lifecourse |publisher=Brill |doi=10.1163/j.ctv3znwkm.5 |last2=Connelly |first2=Vincent |last3=Barnett |first3=Anna |editor2-last=Miller |editor2-first=Brett |editor3-last=McCardle |editor3-first=Peggy}}</ref> For example, underdevelopment of long-term memory, which is in the lower "resource level" of cognitive strata, can then be linked to underdeveloped [[motor planning]] for hand-writing individual letters, which bottleneck higher-order cognitive processes such as sentence structure and other [[critical thinking]].<ref name=":1" />