Abstract
This article reports on the role of the quality and fluency of handwriting and spelling on the writing outcomes for 222 Grade 3 students who attend a large, public school in a major urban center in Canada. Findings indicate that control over the exigencies of handwriting, and fluency account for a large proportion in the variability of quality writing outcomes. Spelling is important, but only indirectly, in predicting the quality writing outcomes. Samples of student work are provided to illustrate the quality standards for handwriting. We advocate for sustained attention to handwriting instruction, effortful practice and increased opportunities to write in a variety of genres for meaningful and authentic purposes.
Highlights
Achievement outcomes data for written literacy development in Grade 3 indicates cause for concern in Canada and internationally (Applebee & Langer, 2006, 2009; Cutler & Graham, 2008)
For the purposes of this study, we focus on the total number of words or tokens (TNW) our index or proxy measure of fluency, and the number of different words (NDW)
This section begins with descriptive statistics on the holistic quality ratings of the writing samples, the quality of the handwriting, the fluency of the handwriting as reflected in the TNW generated in the writing samples and the spelling outcomes
Summary
Achievement outcomes data for written literacy development in Grade 3 indicates cause for concern in Canada and internationally (Applebee & Langer, 2006, 2009; Cutler & Graham, 2008). High levels of literacy – both in reading and writing, are increasingly required to engage with curriculum and contemporary pedagogical approaches that are predicated on strong foundational skills in legacy formats. Children leave indelible footprints in their journey to literacy learning in their written efforts. Studying samples of their written work generated in authentic classroom contexts illuminates their strengths and needs. Inadequate control over handwriting and spelling may have detrimental consequences in the longitudinal academic literacy outcomes, as well as in digital literacy formats such as keyboarding (Christensen, 2005; Connelly & Hurst, 2001; Peverly, 2006)
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