Handwriting Instruction
Greetings. The following materials are intended to provide an introduction to Handwriting Instruction. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Ping-Yun Sun
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
How to Teach Handwriting
One Finger, Two Fingers -- Handwriting Activity
Beginning Handwriting Lesson Plan/Activity
Handwriting Without Tears (HWT)
Six Questions Educators Should Ask before Choosing a Handwriting Program. ERIC Digest
Handwriting Instruction: What Do We Know? ERIC Digest
A Common Sense Approach to the Teaching of Handwriting
Handwriting Readiness: Locatives and Visuomotor Skills in the Kindergarten Year
Handwriting Worksheets
Helping Your Child To Better Handwriting
Citations from the ERIC Database
AN: EJ604958
AU: Naus,-June-M.
TI: Helping Hands: A World of Manipulatives To Boost Handwriting Skills.
PY: 2000 SO: TEACHING-Exceptional-Children; v32 n4 p64-70 Mar-Apr 2000
NT: Theme Issue: Making Technology Work for You.
DE: *Disabilities-; *Educational-Strategies; *Handwriting-; *Motor-Development; *Psychomotor-Skills
DE: Child-Development; Elementary-Education; Etiology-; Student-Characteristics; Writing-Skills
AB: This article identifies possible causes of handwriting difficulties and suggests activities to facilitate the development of hand muscles and handwriting skills. It discusses handwriting readiness, wrist stability, hand development activities, pencil grasp, hand dominance, eye-hand coordination, basic strokes, general readiness skills, writing materials, and general classroom accommodations. (Contains references.) (CR)
AN: EJ603889
AU: DeBaryshe,-Barbara-D.; Binder,-Janeen-C.; Buell,-Martha-Jane
TI: Mothers' Implicit Theories of Early Literacy Instruction: Implications for Children's Reading and Writing.
PY: 2000 SO: Early-Child-Development-and-Care; v160 p119-31 Feb 2000
DE: *Emergent-Literacy; *Mothers-; *Parent-Child-Relationship; *Young-Children
DE: Beliefs-; Family-Influence; Handwriting-; Parent-Attitudes; Parent-Influence; Parents-as-Teachers; Phonics-; Reading-; Reading-Instruction; School-Readiness; Theories-; Whole-Language-Approach
AB: Examined relationship between family literacy practices and mothers' beliefs about early reading instruction, and children's emergent literacy skills. Identified mothers with 'whole language' theories and mothers with phonics orientations. Found that mothers' implicit theories were associated with their modeling of literacy behaviors, helping their children write, and with children's independent exploration of writing and current levels of literacy skill. (Author/KB)
AN: EJ610265
AU: Kamii,-Constance; Manning,-Maryann
TI: Before "Invented" Spelling: Kindergartners' Awareness that Writing Is Related to the Sounds of Speech.
PY: 1999 SO: Journal-of-Research-in-Childhood-Education; v14 n1 p16-25 Fall-Win 1999
DE: *Childrens-Writing; *Emergent-Literacy; *Handwriting-; *Kindergarten-Children
DE: Comparative-Analysis; Longitudinal-Studies; Measurement-Techniques; Phoneme-Grapheme-Correspondence; Writing-Skills
AB: Examined four times throughout the school year kindergartners' writing of four word pairs. Found that children generally began writing more letters unconventionally for longer words than for shorter before they began writing the same letters unconventionally for the same sounds. Concluded that the word pairs could identify children who have become aware that writing is related to speech sounds. (Author/KB)
AN: EJ610264
AU: Martens,-Prisca-A.
TI: "Mommy, How Do You Write 'Sarah'?": The Role of Name Writing in One Child's Literacy.
PY: 1999 SO: Journal-of-Research-in-Childhood-Education; v14 n1 p5-15 Fall-Win 1999
DE: *Children-; *Childrens-Writing; *Emergent-Literacy; *Handwriting-; *Writing-Skills
DE: Case-Studies; Invented-Spelling; Longitudinal-Studies; Spelling-
AB: This longitudinal interpretive case study documents the role and significance of one preschooler's name in deepening her understanding of written language. Findings highlight the importance of an authentic, purposeful, literacy-rich, supportive environment for children, that provides them time to invent, predict, and guess how written language works, and compare their inventions with conventional spellings, particularly their names. (Author/KB)
AN: ED437803
AU: Birsh,-Judith-R., ed.
TI: Multisensory Teaching of Basic Language Skills.
PY: 1999
AV: Paul H. Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285-0624 ($59). Web site: http://www.brookespublishing.com.
PR: Document Not Available from EDRS.
DE: *Dyslexia-; *Mathematics-Instruction; *Multisensory-Learning; *Reading-Instruction; *Writing-Instruction
DE: Adult-Education; Child-Rearing; Decoding-Reading; Elementary-Secondary-Education; Handwriting-; Inclusive-Schools; Language-Acquisition; Language-Skills; Learning-Disabilities; Learning-Modalities; Learning-Strategies; Literacy-; Phoneme-Grapheme-Correspondence; Phonics-; Reading-Difficulties; Self-Management; Spelling-; Student-Evaluation; Study-Skills; Writing-Composition
AB: This text on multisensory structured language education (MSLE) provides the foundation for MSLE and offers components of instruction and effective teaching strategies that teachers can put into practice for students with dyslexia and others struggling to learn to read, write, and spell. Chapters inclu
DE: (1) "Multisensory Instruction" (Louisa C. Moats and Mary L. Farrell); (2) "Development of Oral Language and Its Relationship to Literacy" (Lydia H. Soifer); (3) "Phonological Awareness and Reading: Research, Activities, and Instructional Materials" (Joanna K. Uhry); (4) "Alphabet Knowledge: Letter Recognition, Naming, and Sequencing" (Kay A. Allen with Marilyn C. Beckwith); (5) "A Short History of the English Language" (Marcia K. Henry); (6) "Teaching Reading: Accurate Decoding and Fluency" (Suzanne Carreker); (7) "Teaching Comprehension from a Multisensory Perspective" (Margaret Taylor Smith); (8) "Teaching Spelling" (Suzanne Carreker); (9) "Teaching Handwriting" (Lynn Stemple-Mathey and Beverly J. Wolf); (10) "Composition: Expressive Language and Writing" (Judith C. Hochman); (11) "Multisensory Mathematics Instruction" (Margaret B. Stern); (12) "Applying Multisensory Techniques to Interdisciplinary Studies" (Cecily Selling and Dorothy Flanagan); (13) "Organization and Study Skills" (Claire Nissenbaum); (14) "Assessment of Progress" (Margaret Jo Shepherd); (15) "Transition to the General Classroom and Content Areas" (Shary Maskel); (16) "Reading and Writing Instruction in Adult Basic Education" (Joan R. Knight); (17) "Working with the High-Functioning Dyslexic" (Susan H. Blumenthal); and (18) "Parenting the Child with Dyslexia" (Betty S. Levinson). (Chapters include references.) Field-tested instructional materials and activities are included. (CR)
AN: EJ594913
AU: Berninger,-Virginia-W.
TI: Coordinating Transcription and Text Generation in Working Memory during Composing: Automatic and Constructive Processes.
PY: 1999 SO: Learning-Disability-Quarterly; v22 n2 p99-112 Spr 1999
NT: Special Issue: Text Production Skills and Writing Development--I.
DE: *Handwriting-; *Learning-Disabilities; *Short-Term-Memory; *Spelling-; *Writing-Composition; *Writing-Difficulties
DE: Elementary-Secondary-Education; Intervention-; Writing-Ability; Writing-Instruction; Writing-Strategies
AB: Research evidence is reviewed to show that transcription and working memory processes constrain the development of composition skills in students with and without learning disabilities and that in turn other processes constrain the development of transcription and working memory skills. Interventions for transcription are discussed. (Author/CR)
AN: EJ594912
AU: Graham,-Steve
TI: Handwriting and Spelling Instruction for Students with Learning Disabilities: A Review.
PY: 1999 SO: Learning-Disability-Quarterly; v22 n2 p78-98 Spr 1999
NT: Special Issue: Text Production Skills and Writing Development--I.
DE: *Handwriting-; *Learning-Disabilities; *Spelling-; *Writing-Instruction; *Writing-Strategies
DE: Elementary-Secondary-Education; Teaching-Methods; Writing-Composition; Writing-Difficulties
AB: To minimize the negative impact of handwriting and spelling difficulties of students with learning disabilities, it is proposed that explicit and systematic instruction, as well as incidental or natural learning approaches be used to maximize the development of these two basic writing tools. These approaches are examined. (Author/CR)
AN: EJ594911
AU: Graham,-Steve
TI: The Role of Text Production Skills in Writing Developme
NT: A Special Issue--I.
PY: 1999 SO: Learning-Disability-Quarterly; v22 n2 p75-77 Spr 1999
NT: Special Issue: Text Production Skills and Writing Development--I.
DE: *Handwriting-; *Learning-Disabilities; *Spelling-; *Writing-Ability; *Writing-Difficulties
DE: Elementary-Secondary-Education; Writing-Composition
AB: This introductory article discusses the difficulties many children with learning disabilities have in text production skills and how these difficulties affect not only how they write but also the pace and course of their writing development. The influence of spelling miscues on perceptions of writing ability is also addressed. (CR)
AN: EJ591295
AU: Brooks,-Allison; Vaughan,-Katherine; Berninger,-Virginia
TI: Tutorial Interventions for Writing Disabilities: Comparison of Transcription and Text Generation Processes.
PY: 1999 SO: Learning-Disability-Quarterly; v22 n3 p183-90 Sum 1999
NT: Special Issue: Text Production Skills and Writing Development-II.
DE: *Individualized-Instruction; *Learning-Disabilities; *Spelling-Instruction; *Teaching-Methods; *Writing-Difficulties; *Writing-Instruction
DE: Grade-4; Grade-5; Handwriting-; Intermediate-Grades; Intervention-; Memorization-; Phonology-; Tutorial-Programs; Writing-Composition
AB: Seventeen fourth and fifth graders with severe writing disabilities received a weekly one-hour individual tutorial which focused equally on transcription (handwriting and spelling) and composition skills. Students showed reliable improvement in composition and handwriting automaticity but not in spelling. Suggestions for teaching phonological memory skills are offered. (Author/DB)
AN: EJ591293
AU: MacArthur,-Charles-A.
TI: Word Prediction for Students with Severe Spelling Problems.
PY: 1999 SO: Learning-Disability-Quarterly; v22 n3 p158-72 Sum 1999
NT: Special Issue: Text Production Skills and Writing Development-II.
DE: *Computer-Assisted-Instruction; *Instructional-Effectiveness; *Learning-Disabilities; *Spelling-; *Word-Processing
DE: Computer-Software-Evaluation; Computer-Uses-in-Education; Handwriting-; Intermediate-Grades; Writing-Instruction
AB: Two studies compared handwriting, word processing, and word prediction with speech-synthesis software (PR) with three intermediate-grade students with severe spelling problems. Results suggested that PR software can improve the writing of such students under certain circumstances but that constraints, such as the difficulty of using the software, are a barrier to its effectiveness. (Author/DB)
AN: ED433961
AU: Stainthorp,-Rhona; Hughes,-Diana
TI: Learning from Children Who Read at an Early Age.
PY: 1999
AV: Routledge, 29 West 35th Street, New York, NY 10001-2299 (paperback: ISBN-0-415-17495-3, U.S., $24.99; Canada, $37.99; cloth: ISBN-0-415-17495-3, U.S., $75; Canada, $113). Tel: 212-216-7800; Fax: 212-564-7854.
PR: Document Not Available from EDRS.
DE: *Early-Reading; *Reading-Instruction; *Reading-Processes
DE: Childrens-Writing; Early-Childhood-Education; Emergent-Literacy; Foreign-Countries; Handwriting-; Letters-Alphabet; Reading-Materials; Reading-Research; Reading-Skills; Spelling-; Writing-Skills
AB: Noting that much has been written about children who have difficulty learning to read but little has been written about children who are fluent early readers, this book explores why some children succeed in reading at a very early age. The book resulted from a 3-year research project that studied the progress of 29 English children before they started school until the end of Year 2, when they were given their first National Curriculum assessments. Fifteen of the children were able to read fluently before they began school, and 14 of the children started to read with relative ease once they began to receive instruction in school. Chapter 1, "In the Beginning . . . Reading and Writing," presents an overview of contemporary understanding of how literacy develops. Chapter 2, "The Project," discusses procedures used to identify children for the study, presents profiles of the study participants, and discusses data collection. Chapter 3, "The Children," presents portraits of the children gained from questionnaires given to their parents at the start of the project. Chapter 4, "Reading," explores the performance of the children on reading-related tasks, while chapter 5, "Writing," discusses their performance on various writing tasks. Chapter 6, "Teacher Interviews," details the interviews held with the children's teachers, while chapter 7, "Interviews with Parents," focuses on the information obtained from parent interviews held at the end of the 3 school years over which the study was conducted. Chapter 8, "Child Interviews," details the semi-structured interviews that were held with the children toward the end of the project. Chapter 9, "Learning from Successful Readers," considers how the data collected in this study relate to current theories of literacy development. A list of English phonemes is appended. Contains an 87-item bibliography. (LPP)
AN: ED429095
AU: Ediger,-Marlow
TI: Evaluation, Handwriting, and Its Importance.
PY: 1999
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED429095
DE: *Evaluation-Methods; *Handwriting-; *Writing-Skills
DE: Elementary-Secondary-Education; Thinking-Skills
AB: Although it is a skill that is often ignored, handwriting is an important aspect of education, especially at the elementary school level. Word processors are not always available, and there is frequently a need to write something that others must read. Students should receive instruction in specific handwriting problems, and it is best if learners practice handwriting skills in functional writing, rather than simply practicing handwriting skills in isolated practice. Some students, however, may need intensive practice so that what they write can be read with ease. (SLD)
AN: ED442098
AU: Tompkins,-Gail-E.
TI: Language Arts: Content and Teaching Strategies. Fourth Edition.
PY: 1998
AV: Order Processing, Merrill, an imprint of Prentice Hall, P.O. Box 11071, Des Moines, IA 50336-1071 ($72). Web site: http://www.prenhall.com/search.html.
PR: Document Not Available from EDRS.
DE: *Language-Arts; *Reading-Instruction; *Reading-Processes; *Writing-Instruction; *Writing-Processes
DE: Classroom-Communication; Constructivism-Learning; Elementary-Education; Emergent-Literacy; Grammar-; Handwriting-; Journal-Writing; Listening-Skills; Poetry-; Spelling-; Writing-Workshops
AB: Reflecting a constructivist approach to teaching and learning, this book presents the content of the language arts curriculum and the most effective strategies for teaching this content. The processes of reading and writing provide the foundation for the three instructional approaches presented in the book: literature focus units, reading and writing workshops, and theme cycles. New to this edition are: a quilting motif as a way of looking at the six language arts (listening, talking, reading, writing, viewing, and visually representing); addition of the concept of visual literacy; a greater emphasis on strategies and skills, the role of reading processes, and the reasons behind teaching strategies; and a new chapter on "putting it all together." Chapters in the book are: (1) Learning and the Language Arts; (2) Teaching Language Arts; (3) The Reading and Writing Processes; (4) Emergent Literacy; (5) Looking Closely at Words; (6) Writing in Journals; (7) Listening To Learn; (8) Sustaining Talk in the Classroom; (9) Reading and Writing Stories; (10) Reading and Writing Information; (11) Reading and Writing Poetry; (12) Language Tools: Spelling, Handwriting, and Grammar; and (13) Putting It All Together. Contains approximately 800 references. Appendixes contain a list of award-winning books, and resources about authors and illustrators. (RS)
AN: ED433649
AU: Richards,-Regina-G.
TI: The Writing Dilemma: Understanding Dysgraphia.
PY: 1998
AV: Richards Educational Therapy (RET) Center Press, 190 E. Big Springs Rd., Riverside, CA 92507-4835; Tel: 909-787-0408; e-mail: info@retctrpress.com; Web site: http://www.retctrpress.com ($13).
NT: Foreword by Melvin D. Levine.
PR: Document Not Available from EDRS.
DE: *Learning-Disabilities; *Remedial-Instruction; *Symptoms-Individual-Disorders; *Writing-Difficulties; *Writing-Instruction
DE: Disability-Identification; Elementary-Secondary-Education; Handwriting-; Learning-Activities; Teaching-Methods; Writing-Apprehension; Writing-Processes
AB: This monograph explains dysgraphia in students and offers a range of practical suggestions tailored to individual children with specific dysfunctions that obstruct the transcription of their thoughts to paper. Chapters address: (1) why students avoid writing and the need for students to understand the purpose of writing; (2) underlying processing skills for writing and different types of difficulties students may have; (3) symptoms of dysgraphia, including letter inconsistencies, irregular letter size and shapes, poor organization on the line and on the page, and unfinished letters; (4) how dysgraphia interferes with the writing process by affecting motor patterns and motor memory; (5) identifying the student with dysgraphia by observing a cluster of symptoms, including problems with feedback and anticipating, rhythm and timing, motor skills, activities requiring reciprocal movements, and pencil grip; (6) strategies for helping students with dysgraphia by using bypass strategies and remediation; (7) strategies for helping students in written expression; and (8) reinforcement activities for helping students master subject/verb agreement and enhance vocabulary usage. A sample activity to help students improve their writing is provided. (Contains 20 references.) (CR)
AN: EJ576442
AU: Graham,-Steve; Berninger,-Virginia; Weintraub,-Naomi; Schafer,-William
TI: Development of Handwriting Speed and Legibility in Grades 1-9.
PY: 1998 SO: Journal-of-Educational-Research; v92 n1 p42-52 Sep-Oct 1998
DE: *Handwriting-; *Writing-Improvement; *Writing-Skills
DE: Elementary-Education; Junior-High-Schools; Skill-Development
AB: Examined the development of students' handwriting speed and legibility. Diverse students in grades one through nine completed three writing tasks (copying, writing a narrative, and writing an essay). Researchers measured their speed and legibility. Results indicated that handwriting speed and legibility did not follow a parallel course of development. There was little relationship between the development of speed and legibility. (SM)
AN: EJ572361
AU: Greer,-Tammy; Lockman,-Jeffrey-J.
TI: Using Writing Instruments: Invariances in Young Children and Adults.
PY: 1998 SO: Child-Development; v69 n4 p888-902 Aug 1998
DE: *Handwriting-; *Preschool-Children; *Writing-Ability
DE: Adults-; Age-Differences; Comparative-Analysis; Developmental-Stages; Followup-Studies; Individual-Development
AB: Two studies examined developmental changes in handwriting variability. Results indicated that, between 3 and 5 years, the number of grip patterns that children routinely use declines and the variability associated with pen-surface positioning declines. Older 3-year-olds used an adult grip pattern more often and were less variable in pen-surface positioning than they were as young 3-year-olds. (Author)
AN: EJ572297
AU: Barclay,-Kathy; Benelli,-Cecilia; Gudt,-Pamela-Terry
TI: It's Never Too Soon: Building a Firm Foundation for Reading and Writing.
PY: 1998 SO: Children-and-Families; v17 n3 p38-40,42,44-46 Sum 1998
DE: *Emergent-Literacy; *Language-Acquisition; *Reading-Readiness; *Vocabulary-Development; *Writing-Readiness
DE: Beginning-Reading; Early-Childhood-Education; Handwriting-; Learning-Activities; Oral-Language; Prereading-Experience; Reading-Aloud-to-Others
AB: Discusses emergent literacy development, which includes meaningful literacy-related activities involving oral language, reading, and writing. Offers suggestions for fostering children's development in each area, such as the use of picture books and puppets for vocabulary development; reading aloud and discussing children's literature; and providing ample paper, crayons, and markers to stimulate children's natural interest in writing. (TJQ)
AN: EJ571939
AU: Weintraub,-Naomi; Graham,-Steve
TI: Writing Legibly and Quickly: A Study of Children's Ability To Adjust Their Handwriting To Meet Common Classroom Demands.
PY: 1998 SO: Learning-Disabilities-Research-and-Practice; v13 n3 p146-52 Sum 1998
DE: *Handwriting-; *Learning-Disabilities; *Writing-Ability; *Writing-Difficulties
DE: Grade-5; Intermediate-Grades; Time-; Writing-Skills
AB: Fifth-grade students with learning disabilities who were good (n=12) and poor (n=11) handwriters and 56 matched controls were asked to copy text under two conditions, quickly and neatly. Students with learning disabilities were not as capable of increasing writing speed and demonstrated a slower rate of speed. (Author/CR)
AN: EJ567791
AU: Green,-Connie-R.
TI: This is My Name.
PY: 1998 SO: Childhood-Education; v74 n4 p226-31 Sum 1998
DE: *Handwriting-; *Writing-Improvement; *Writing-Readiness; *Writing-Skills
DE: Language-Acquisition; Letters-Alphabet; Preschool-Education
AB: Notes that names are the first words most children write and that learning to write their name can be highly motivating for preschoolers. Addresses: why preschool children should be encouraged to write their names; organizing and facilitating the sign-in process at school; how children develop their ability to write their names; and the benefits of a sign-in procedure. (TJQ)
AN: EJ565832
AU: Power,-Brenda
TI: Teaching Writing. Good News About Handwriting.
PY: 1998 SO: Instructor-; v107 n7 p38-39 Apr 1998
DE: *Handwriting-; *Writing-Instruction
DE: Elementary-Education; Elementary-School-Students; Elementary-School-Teachers; Student-Attitudes; Teacher-Attitudes; Writing-Skills
AB: Many students who struggle with handwriting eventually dislike all writing. Positive teacher attitudes can change students' attitudes and encourage them to improve their penmanship. Two activities can help elementary students enjoy writing while improving their handwriting. One has students practice common strokes in letter formation. The other uses calligraphy to spark interest in letter formation. (SM)
AN: ED417376
AU: Ediger,-Marlow
TI: Spelling and the Language Arts.
PY: 1998
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED417376
DE: *Handwriting-; *Spelling-; *Spelling-Instruction
DE: Computer-Uses-in-Education; Elementary-Education; Student-Needs; Teaching-Methods
AB: Pupils need to become good spellers to communicate effectively with others. Pupils should understand the meaning of words to be mastered before studying their spelling. Teachers need to provide a variety of learning opportunities to assist pupils in learning to spell words correctly. Pupils should develop a definite methodology in learning to spell words. Pupils need to perceive reasons for learning to spell a given set of words. The spelling curriculum should be as individualized as possible. Creativity should be stressed in pupils learning to spell words. Although not recently developed, the Dolch list of 220 words has merit because the words are commonly used by pupils in everyday reading and writing. Selected cautions that teachers need to be aware of when teaching spelling inclu
DE: do not "go overboard" on phonics; many words in spelling textbooks may not be truly useful for pupils to learn to spell; and too often pupils are taught as if all possess readiness for the same number of words to be mastered in spelling. Computer use is one way to strengthen teaching and learning of spelling. Illegible handwriting may be a major cause for incorrect spelling of words. There needs to be a proper balance among understandings, skills, and attitudinal objectives in handwriting instruction. Good handwriting that is legible needs to be stressed throughout the different curriculum areas. Improved communication results when quality spelling and handwriting are involved. Spelling and handwriting skills can best be developed in context within the writing activity. (RS)
 Improving Your Child's Writing Skills |
Other Resources (available either for sale or via interlibrary loan)
Title: Handwriting : a teacher's guide ; multisensory approaches to assessing and improving handwriting skills Author: Taylor, Jane. Year: 2001 Publisher: David Fulton
Title: Beginning cursive writing Author: Wasylyk, Thomas M. Year: 2001 Publisher: Universal Pub.
Title: Beginning handwriting Authors: Smith, Peter, ; Williams, Judith. Year: 2000 Publisher: Collins Educational
Title: Teaching handwriting : a guide for teachers and parents Authors: Alston, Jean. ; Taylor, Jane,; 1935- Year: 2000 Publisher: QEd.
Title: Dr. Fry's alphabet flashcards for teaching letter names and handwriting Author: Fry, Edward Bernard Year: 2000 Publisher: Teacher Created Materials, Inc.
Title: Draw, write, now. Book seven, Animals of the world, Part 1, Tropical forests, northern forests, forests down under : a drawing and handwriting course for kids! Authors: Hablitzel, Marie, ; Stitzer, Kim. Year: 2000 Publisher: Barker Creek
Title: Zaner-Bloser handwriting with a simplified alphabet Authors: Hackney, Clinton S. ; Farris, Pamela J. ; Jones, Janice T. ; Lamme, Linda Leonard. Year: 1999 Publisher: Zaner-Bloser
Title: Beginning manuscript : modern handwriting Authors: McKinney, Maria. ; Gamble, Amy. Year: 1999 Publisher: Carson-Dellosa
Title: Teaching spelling and handwriting : a guide for undergraduate and post-graduate students / Author: Brook, Dennis. Year: 1999 Publisher: University of Derby, School of Education and Social Sciences
Title: Getting it write Authors: Audette, LouAnne. ; Karson, Anne. Year: 1998 Publisher: Therapy Shoppe, Inc.
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