, the An edited extract from Dian Jones (June 2008), Strategies to Develop Automated Functional Writing for All Students, PhD thesis notes, University of Queensland

‘Writing is one of the most complex activities in which a child is asked to engage. In part, this is because the act of writing involves the rapid and precise mobilisation and synchronisation of multiple brain functions, strategies, academic skills and thought processes’ (Levine, 1994).

Producing handwritten text to communicate meaning to others is a most complex skill to learn. In learning to write, students need to develop legible, automated handwriting so that the mechanics of producing written language does not interfere with the attention and working memory required for composing (Berninger, 1994; Graham & Weintraub, 1996).

There is a high correlation between automated handwriting and written language ability as well as a high correlation between automated handwriting and spelling ability. To be able to communicate using handwritten language is an expected outcome for students in schools today in order to participate within a society that is experiencing rapid global changes in communication. However, not only do today’s students need to learn to produce handwriting that makes sense, but they also need to learn various technological forms of written communication that are continuously altering (Luke & Luke, 2001). Unfortunately, the instruction time in which to learn the increased types of written communication skills presently taught in schools has not altered from past decades. In fact, time for learning automated handwriting is actually reduced due the expanded curriculum and the need to learn both functional handwriting and computer skills.
 
Dian Jones’ research highlights the handwriting skills needed to participate within the modern curriculum and identifies trends in handwriting that are already occurring in schools to meet the changing needs for today’s students. In both the longitudinal study of primary school students and the cross-sectional research with students in the first year of secondary school, the results emphasise the importance of automated handwriting throughout schooling.
 
A brief in-service program conducted by Jones demonstrated that teachers could easily be encouraged to adjust pedagogy to focus on rapid naming of letters and sounds and the automaticity of letter formations. The suggested strategies for instruction include:

• Consistent guided practice of letter formations using developmentally appropriate multi-sensory cues
• Mastering automation of letter formation using large directional track letters and coloured pens prior to the use of skilled pencil control
• Introducing writing between lines only after the development of automated letter formation and skilled pencil control
• Writing letters initially with no lines, then progressing to a single line, then writing within the appropriate line spaces
• Early writing of essential words (refer to the Oxford Wordlist), sentences and stories to communicate meaning
• Individual assessment from memory of all letter names, sounds and formations
• Providing specific intervention to students with writing difficulties
  

Improving outcomes for students in automated handwriting can have a positive influence on written language development and spelling accuracy. The alterations to instructional strategies (listed above) result in improved accuracy and fluency of letter writing.  It should also be noted that other cognitive and language skills affect a student’s ability to produce written language. Therefore, automated handwriting is an important essential skill; however, it is only one of the basic skills required in the production of written language.

In reviewing the outcomes from these studies as well as previous research from the literature, Jones believes it is pertinent to consider that the cognitive attention needed to learn new writing skills is more accessible when handwriting is automated (Graham et al., 2001; McCutchen, 1996). Thus, teacher education about the multiple processes that need to be coordinated simultaneously to produce handwritten language is an important consideration for all educators. By identifying specific processing difficulties, students are more likely to be provided with relevant assistance and intervention to improve writing outcomes.

Automated handwriting is only one of the basic skills that are necessary to participate in today’s classroom. However, without this skill, student involvement in daily writing tasks can become ‘exceedingly taxing, unrewarding, and, perhaps, even humiliating (Levine, 1994, p 182). Therefore, the significance of Jones’ research is the identified changes to pedagogy that provide successful outcomes in automated handwriting skills for students. The identification of modern handwriting trends and effective instructional strategies for young students is important to enable improved quantity and quality in the production of written language so that students can communicate effectively, not only in the various curriculum areas throughout schooling, but also within society.

It is unfortunate for many students that the skill of “handwriting is often taken for granted, and its complexity as a task is ignored” (Sassoon, 1990). Handwriting needs to be taught explicitly; it does not develop naturally (Graham& Harris, 1997).


References
Dian Jones (June 2008), Strategies to Develop Automated Functional Writing for All Students, PhD thesis notes, University of Queensland

To download a copy of the Oxford Wordlist, the new Oxford Wordlist Plus and associated classroom resources, go to www.oup.com.au/thesuccessfulteacher