It is a complete program that:
- canbe taught in as little as 15 minutes a day.
- uses academic language and modeling with fewer, more specific stroke descriptions than other programs.
- teaches a vertical manuscript alphabet that approximates the letterforms most widely used in environmental print, unlike other programs’ alphabets, to better promote literacy development.
- meets the needs of all students by teaching in the correct developmental sequence and allowing for differentiation, based on learning style, language acquisition, and motor development.
- offers easy-to-use technology to engage students and support teachers in instruction and practice.
How does handwriting instruction benefit students?
Handwriting is more than a fine motor skill. Research shows that handwriting instruction and handwriting skill has impact on students’ overall literacy development and that early fine motorwriting skills predict later academic achievement.
Handwriting is more than a fine motor skill. Research shows that handwriting instruction and handwriting skill has impact on students’ overall literacy development and that early fine motorwriting skills predict later academic achievement.
Reading and math acquisition:
Preschool students who have greater ease with fine motor writing tasks have better academic skills in second grade in both reading and math (Dinehart & Manfra, 2013).
Preschool students who have greater ease with fine motor writing tasks have better academic skills in second grade in both reading and math (Dinehart & Manfra, 2013).
Letter formation:
Handwriting practice is a key component of the motor learning necessary to form letters and numerals correctly (Asher, 2006).
Handwriting practice is a key component of the motor learning necessary to form letters and numerals correctly (Asher, 2006).
Handwriting speed and output:
When students develop the fine motor skills that accompany learning to write by hand, their writing speed and output increase (Graham & Harris, 2005; Graham & Weintraub, 1996). Fluency, automaticity, and the quality of higher-order written language skills: As students’ handwriting becomes more fluent and automatic, they can devote more attentional resources to complex writing tasks, and their written language improves (Christensen & Jones, 2000). Other research suggests that handwriting is significantly related to writing fluency and quality for both primary and intermediate elementary students (Graham, Berninger, Abbott, Abbott, & Whitaker, 1997).
When students develop the fine motor skills that accompany learning to write by hand, their writing speed and output increase (Graham & Harris, 2005; Graham & Weintraub, 1996). Fluency, automaticity, and the quality of higher-order written language skills: As students’ handwriting becomes more fluent and automatic, they can devote more attentional resources to complex writing tasks, and their written language improves (Christensen & Jones, 2000). Other research suggests that handwriting is significantly related to writing fluency and quality for both primary and intermediate elementary students (Graham, Berninger, Abbott, Abbott, & Whitaker, 1997).
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