TITLE

EFFECTIVENESS OF A STRUCTURED MULTISENSORY HANDWRITING CURRICULUM ON HANDWRITING SKILLS OF KINDERGARTEN STUDENTS

AUTHOR(S)
Donica, Denise; McCraw, Sara; Hudson, Suzanne; Cason, Jana
PUB. DATE
January 2013
SOURCE
Journal of Education Research;2013, Vol. 7 Issue 1, p1
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Fostering educational development and advancement of students is one of the many roles of teachers in America today. Delivering the necessary academic content at an appropriate developmental level to promote foundational skill achievement in kindergarten is not a simple task. Because of changes in education, ability of kindergarten teachers to provide the most effective instruction requires a combination of new skills, creativity, patience, flexibility, and compassion. One critical skill, handwriting, is a foundational skill introduced in kindergarten. One half-day kindergarten program at a private school recognized the importance of the development of handwriting skills and the challenges of students to produce written language. This school decided to implement a multisensory, developmentally-based handwriting curriculum in order to teach kindergarten students the foundational handwriting skills necessary to foster academic achievement. As the teachers embarked on a journey of improving the classroom education for their students, data were collected on student performance for comparison with a control group who had not used this multisensory curriculum. This article will explore the importance of handwriting skills, the handwriting curriculum used in the study, and the research that substantiates the use of a multisensory handwriting curriculum to build the foundational skills necessary in kindergarten for future academic success. Implications for educators of kindergarten students will be discussed as well as directions for future research.
ACCESSION #
87419748

 

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