Date

7-2018

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Leonard W Parker

Keywords

Automaticity, Handwriting Legibility, Instruction, Working Memory, Writing Achievement

Disciplines

Early Childhood Education | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Other Education

Abstract

This study explored the relationship between legibility in handwriting scores and compositional scores of students in grade five in one Northwest Georgia school. The ability to recall and write the letters automatically may impact the composing skills of students engaged in the writing process. Handwriting, often considered a motor skill in young children, may have a greater impact on literacy learning than is often considered. The strong connection to literacy learning along with the importance as a skill in communications both contribute to the importance of this study. Data was collected from one elementary school in Northwest Georgia. The school was chosen based on location and the school’s use of a writing workshop model. As one school was chosen, all students are a part of the sampling for this study. A writing rubric for each piece of writing was scored and then compared to students’ handwriting scores to determine if there is a statistically significant correlation. Sufficient evidence during this study to reject both null hypothesis was found. The results of this correlational study can add to the body of research investigating the amount of instructional time spent on handwriting.

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