I view handwriting as a developmental, fine-motor skill. Some educators argue that this is important in the primary grades, but after that word processors take over and no need for further instruction, practice, or the requirement of legible script exists. Even the Common Core English/Language Arts Standards de-emphasize writing after primary grades. While there are expectations for legibility, focus shifts to proficiency on the keyboard.
Imagine my excitement as I read "What's Lost as Handwriting Fades" by Maria Konnikova in the June 2, 2014 edition of the New York Times. It appears that much is lost when handwriting requirements decline. Evidence suggests a strong connection between handwriting and educational development. Research ascertains that students learn to read more quickly when they first learn to write by hand. They are also able to generate ideas and remember information better when using print or cursive.
"When we write, a unique neural circuit is automatically activated. There is a core recognition of the gesture of the written word, a sort of recognition by mental stimulation," states Stanislas Dehaene, a psychologist at the College de France in Paris. "Learning is made easier."
Another study conducted in 2012 by Karin James centered on children who had not yet learned to read or write. They were offered a printed letter or shape on a card and asked to replicate it in one of three different ways: draw it freehand; follow dotted lines to trace it; or type it/draw it on a computer. Further investigation including brain scans revealed that children who had drawn the letter on their own exhibited increased brain activity in areas strongly related to reading and writing. The scans on children who traced or used the word processor did not.
In a separate study James divided children into two groups. One group used pencil and paper to actually form letters. The second group just watched as others drew the letters. Her study noted that it is only when there is actual effort in drawing the letters that the motor pathways of the brain are engaged.
A different study was conducted at the University of Washington with Virginia Berninger. Children grades 2-5 composed text by hand, either print or cursive, or on the keyboard. Children consistently produced more words more quickly when writing by hand. They also expressed more ideas with a clearer focus. Braining imaging that followed indicated a connection between writing and idea generation when hand and mind are engaged. Dr. Berninger's findings also indicated that children who use cursive also train hand-eye control which helps those with dyslexia, a cognitive disorder associated with difficulties reading and comprehending.
While typing is a fast, efficient alternative to handwriting, this quickness may diminish our ability to process new information and reflect on ideas. In classrooms at UCLA psychologists Pam A. Mueller and Daniel M. Oppenheimer reported that students learn better from handwritten lecture notes than when they type them with a keyboard. This is true for me as when I type I try to capture every word causing me to sometimes become lost in the whirl. When I handwrite, however, I select words carefully, focus on key points, and add figures and symbols. Although deciphering these rapid-fire notes is often daunting, my retention rises. I have observed students in college classrooms who diligently type away on their laptops but find they are not engaged in note taking or listening to the lecture, but rather responding to emails and surfing. Check your college age child about his/her experiences.
Modeling James' strategies, select letters, sentences, or objects to replicate based on the age and sophistication of the child. A young child might work with the letter "A" and "B" while an older child might write a sentence. Complete the first exercise using print and/or cursive, applying the eye-to-print connection. Next have the design traced by placing a blank page over the original. Finally, use an application like Doodle Buddy where the child draws on the computer screen or types with a word processor. Discuss which method was fastest, most efficient and clear. Repeat the procedure by reviewing previous examples and then incorporating new ones. Focus on retention and improvement as you go. Which method expands writing talents more completely?
After writing practice, add reading. Over time, do you recognize more fluent reading following active writing? With daily repetition I believe you will see writing and reading improvement. It may be the hand-eye-brain inter-relationship at work or it may simply be the parent-child connection.[[In-content Ad]]
