Tier 1 and Tier 2 Early Intervention for Handwriting and Composing

Autor/inn/en	Berninger, Virginia W.; Rutberg, Judith E.; Abbott, Robert D.; Garcia, Noelia; Anderson-Youngstrom, Marci; Brooks, Allison; Fulton, Cynthia
Titel	Tier 1 and Tier 2 Early Intervention for Handwriting and Composing
Quelle	In: Journal of School Psychology, 44 (2006) 1, S.3-30 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2005.12.003
Schlagwörter	Early Intervention; Handwriting; Writing (Composition); Writing Instruction; Alphabets; Orthographic Symbols; Psychomotor Skills; Reading Instruction; Reading Comprehension; Grade 1; Grade 3; Grade 4; Writing Skills; Cues; Sight Method + Suchen Sie Ihr Suchwort? Handschrift; Schreibübung; Schreibunterricht; Buchstabenschrift; Psychomotorische Aktivität; Leseunterricht; Leseverstehen; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Writing skill; Schreibfertigkeit; Stichwort; Look-and-say method; Ganzheitsmethode
Abstract	Three studies evaluated Tier 1 early intervention for handwriting at a critical period for literacy development in first grade and one study evaluated Tier 2 early intervention in the critical period between third and fourth grades for composing on high stakes tests. The results contribute to knowledge of research-supported handwriting and composing instruction that informs practice as school psychologists are empowered to embrace the role of intervention specialist. The first study found that neurodevelopmental training (orthographic-free motor activities and motor-free orthographic activities) led to improved accuracy and legibility of letter formation, but that direct handwriting instruction with visual cues and verbal mediation led to improved automatic handwriting (rate of writing legible letters) and transfer to improved word reading. The second study found that neither motor training nor orthographic training alone added value to direct instruction in automatic letter writing and composing practice in developing handwriting skills, which transferred to improved word reading; but the added motor training did improve performance on a grapho-motor planning task for sequential finger movements that is relevant to composing. A related analysis showed that direct instruction with visual cues and memory delays may reduce reversals. A third study found that adding handwriting to reading instruction improved handwriting but did not add value to reading outcomes for at risk readers; reading instruction alone was beneficial for word reading, decoding, and comprehension. The fourth study showed that comprehensive, explicit instruction in the processes of composition led to more significant improvement, based on group and individual data, than did the regular fourth grade program, on high stakes writing assessment. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10