What happens to handwriting when you lose the ability to read?

This is a 3 minute video about a Canadian author who had a stroke. When he awoke, he had lost the ability to read, but not to write. Fascinating

http://www.openculture.com/2012/10/the_writer_who_couldnt_read.html

Handwriting, penmanship and general appearance

Another excellent article, this time by D. Carbonell Basset, on cursive v. print.

http://www.voxxi.com/handwriting-penmanship-appearance/

Shared by Iris Hatfield. 

A new book by Philip Hensher on the importance of handwriting.

http://www.guardian.co.uk/books/2012/oct/07/missing-ink-handwriting-art-hensher-extract

Slow Death of Cursive article

contributed by Iris Hatfield:
http://www.rferl.org/content/slow-death-of-cursive-writing-penmanship-disappearing/24709800.html

Some news from a Michigan school

http://blog.mlive.com/bradosphere/2012/09/column_exploring_the_decline_a.html

Build a Better Brain

The October 2012 Reader’s Digest has an interesting article, Build A Better Brain.  On the last page it lists 6 ways to get instantly smarter.  Number 4 is “Write by Hand,” which states:

“Remember what that feels like? Brain scans show that handwriting engages more sections of the brain than typing.  Bonus brain boost: it’s easier to remember something once you’ve written it down on paper.”

Best Writing Curriculum for Elementary Schools

At this point in time we do not recommend any specific handwriting curriculum.  Our current effort is being placed on simply having cursive handwriting reinstated in the elementary curriculum since it has been omitted in the Common Core Curriculum.  

Ideally, children would focus on writing readiness in kindergarten by engaging in activities that would help develop both the gross and fine motor muscles and learn to hold a writing instrument using a proper grip. Beginning in first grade, children would learn to write using printed/manuscript  lettering. Emphasis would be placed on correct direction formation of these letters and legibility.  

Far too many educators today have no idea of proper writing posture: sitting at a desk, straight back, feet on the floor, paper slanted appropriately for a left- or right-handed writer. Instruction would be given in proper letter formations using standard acceptable directionality. Historically the most effective teaching method was the see it (teacher demonstrates proper letter formation), say it (simple words accompany the letter formation process), do it (the child writes the letter following the method demonstrated by the teacher).  

This method employs the three main methods of learning: visual, auditory and kinesthetic. Enough time/practice should be given so that the writing process becomes automatic and the child then can focus on what is being written. Towards the end of the first grade most children will be proficient enough in printing that they can move on to cursive writing being taught during Grade Two.  

Following the teaching of cursive writing, children should be required to continue writing mainly in cursive and some printing for the remainder of the elementary school years. Emphasis would move towards continued legibility and increased speed in writing. By the end of eighth grade most children should have achieved competency in both manuscript printing and cursive writing.  During the high school years students would be permitted to choose to write either in cursive or printing.  Some handwriting should be required in high school as well,  possibly in both English and Math classes.

Edda Manley 

Response to a Campaign for Cursive letter

Thank you for contacting the California Department of Education (CDE) regarding penmanship. I appreciate that you have taken the time to share your perspective on this issue.

California’s standards were designed to encourage the highest achievement of every student by defining the knowledge, concepts, and skills that students should acquire at each grade level. The English-Language Arts Content Standards for California Public Schools: Kindergarten Through Grade Twelve were adopted by the California State Board of Education on November 14, 1997. You will find the standards on the CDE Content Standards Web page at http://www.cde.ca.gov/be/st/ss/.

At every grade level, the English-Language Arts standards cover reading, writing, written and oral English language conventions, and listening and speaking. Grade by grade, the standards create a vision of a balanced and comprehensive language arts program, and penmanship is no exception. In particular, the content standards include penmanship as part of Writing Strategies. Emphasizing legible print and cursive writing, penmanship begins in kindergarten and extends through high school. In this way, penmanship is a well-defined thread that is woven throughout the document.

The following are just a few examples of English-Language Arts content standards that focus on penmanship skills throughout a California student's school career:

· Kindergarten Writing Strategies, Penmanship, 1.4: [Students] write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters.

· Grade 4 Writing Strategies, Penmanship, 1.4: [Students] write fluidly and legibly in cursive or joined italic.

· Grades 9 and 10 Written and Oral English Language Conventions, Manuscript Form, 1.4: [Students] produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

If you have any additional questions, please contact the Literacy, History, and Arts Leadership Office by phone at 916-323-6269.

Again, thank you for contacting the CDE.

Sincerely,

Tom Torlakson
State Superintendent of Public Instruction

Handwriting Skill takes time to develop

We are hardwired to learn how to speak.  Babies discover that they can make a sound and begin to consciously make more sounds beginning around five months. They then continue on to form individual words such as Mama or Dada, then put two words together, then more words are put together and finally around the age of three years old full sentences are being spoken. We  accept that oral language takes time to develop.  Not acquiring verbal language in a reasonably appropriate time can be an indicator of further developmental delays.

We are not hardwired to write by hand. This is a skill that needs to be acquired, that is, taught by someone who has mastered the skill and learned by the student. For thousands of years young children have been able to acquire this skill. One factor remains a constant: it takes practice.

Cursive writing was quietly eliminated in a very gradual process. The subject remained in the official curriculum. Once it was taught for a short period of time, schools did not give any attention to the practice component. In other words, they were not required/expected to write in cursive after they were taught how to form the letters. This was a fundamental step in the decline of cursive. Teaching cursive only requires part of one year's curriculum, after that it's simply a matter of getting enough practice for the writing to become automatic. Speed of writing also increases through practice.

One educator told me that he was requested to type all tests and homework assignments because the students who were having difficulty with writing cursive would not be able to read the tests and this would put them at a disadvantage.

Educators today will tell parents that children will be fine if they are able to print. Many teachers are led to believe that cursive handwriting is simply too difficult for children to master nowadays. Today's children are able to master cursive writing, private schools, tutoring centres and most home schooled children prove that they are still able to write in cursive.

More children's activities:

Take a medium size wicker bread basket and put 20 or so large buttons or large tubular pasta in the basket.  Another child (or adult) hits the bottom of the basket firmly so the items in the basket "jump up".  The child must see how many of the items he/she can gather before they drop down into the basket again.  This activity encourages reflex development as well as grasping skills.

Blow bubbles outside at an easy to reach height for the child and then see how many bubbles the child can burst using one hand and then the other hand.

Edda Manley  

canadahandwritingservices@cogeco.ca

The Wall St. Journal published an article about a scientific breakthrough that will allow disabled people to “write” with their eyes. Notice, he has them writing in cursive, not print. I’m guessing because it’s easier to keep the flow going.

http://online.wsj.com/article/SB10000872396390444840104577550921487178132.html