Research Review References

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References

Armitage, D., & Ratzlaff, H. (1985). The non-correlation of printing and writing skills. Journal of Educational Research, 78, (3), 174-177.

Asher, A. (2006). Handwriting Instruction in Elementary Schools. American Journal of Occupational Therapy 60, 461-471.

Berninger, V.W., Graham, S., & Weintraub, N. (1998). The relationship between handwriting style and speed and legibility. The Journal of Educational Research, 91, 290-296.

Berninger, V.W., Vaughn, K.B., Abbott, R., Abbott, S., Rogan, L., Brooks, A., Reed, E., & Graham, S. (1997). Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition. Journal of Educational Psychology, 89, 652-666.

Case-Smith, J. (2002). Effectiveness of school-based occupational therapy intervention on handwriting. American Journal of Occupational Therapy 56, 17-25.

Clark-Wentz, J. (1997). Improving students' handwriting. OT Practice, 2 (10), 29-33.

Daly, C., Kelley, G.T., & Krauss, A. (2003). Relationship between visual motor integration and handwriting skills of children in kindergarten: a modified replication study. American Journal of Occupational Therapy 57, 459-462.

ERIC Development Team (1997). Six Questions educators should ask before choosing a handwriting program. ERIC Digest [ED 409 589].

Feder, K.P., & Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine & Child Neurology, 49, 312-317.

Gesell, A. (1940). The First Five Years of Life: A Guide to the Study of the Preschool Child. New York: Harper and Row.

Graham, S., Harris, K.R., Mason, L., Fink-Chorzempa, B., Moran, S., & Saddler, B. (2007). How do primary grade teachers teach handwriting? A national survey. Reading and Writing.

Graham, S. & Harris, K.R., (2005). Improving the writing performance of young struggling writers. The Journal of Special Education, 39, 19-33.

Graham, S., Harris, K.R., & Fink, B. (2000a). Extra handwriting instruction: prevent writing difficulties right from the start. Teaching Exceptional Children, 33, 88-92.

Graham, S., Harris, K.R., & Fink, B. (2000b). Is handwriting casually related to learning to write? Treatment of handwriting problems in beginning writers. Journal of Educational Psychology, 92, 620-633.

Graham, S. (1993). Are slanted manuscript alphabets superior to the traditional manuscript alphabet? Childhood Education, 71, 91-95.

Graham, S. (1992). Issues in handwriting instruction. Focus on Exceptional Children, 25, 1-15.

Guy, J.M. (2003). Effect of proprioceptive input combined with Handwriting Without Tears on the handwriting of children with learning disabilities. Master s thesis. Western Michigan University, Kalamazoo, Michigan.

Jones, D., & Christensen, C. (1999). Relationship between automaticity in handwriting and students' ability to generate written text. Journal of Educational Psychology, 91, 44-49.

Kiss, D. (2007). Handwriting Consultation in Elementary Schools. OT Practice, 12 (14), 11-14.

Malloy-Miller, T., Polatajko, H., & Ansett, B. (1995). Handwriting error patterns of children with mild motor difficulties. Canadian Occupational Therapy Journal, 62, 258-267.

Marr, D., Cermack, S.A., Cohn, E.S, & Henderson, A. (2003). Fine motor activities in Head Start and Kindergarten classrooms. American Journal of Occupational Therapy 57, 550-557.

McHale, K., & Cermack, S.A. (1992) Fine Motor activities in elementary school: preliminary findings and provisional implications for children with fine motor problems. American Journal of Occupational Therapy, 46, 898-903.

Medwell, J., Wray, D. (2007). Handwriting: what do we know and what do we need to know? Literacy, (42), 10-15.

NAEYC. 1996. NAEYC position statement: Developmentally appropriate practice in early childhood programs serving children from birth through age eight. Washington DC: Author. Retrieved December 2, 2007, from naeyc.org/about/positions/pdf/PSDAP98.PDF

Owens, L.L. (2004). The effects of the Handwriting Without Tears program on the handwriting of students in inclusion classrooms. Master's thesis. Virginia Commonwealth University, Richmond, Virginia.

Pontello, K.M. (1999). The effectiveness of a structured handwriting program. Unpublished master's thesis. Lakehead University, Ontario, Canada.

Rosenblum, S., Goldstand, S., & Parush, S. (2006). Relationships among biomechanical ergonomic factors, handwriting product quality, handwriting efficiency, and computerized handwriting process measures in children with and without handwriting difficulties. American Journal of Occupational Therapy 60, 28-39.

Sheffield, B. (1996). Handwriting: a neglected cornerstone of literacy. Annals of Dyslexia, 46, 21-35.

Smith-Zuzovsky, N., & Exner, C.E. (2004). The effect of seated positioning quality on typical 6-and 7-year-old children's object manipulation skills. American Journal of Occupational Therapy 58, 380-388.

Ste-Marie, D.M., Clark, S.E., Findlay, L.C., & Latimer, A.E. (2004). High levels of contextual interference enhance handwriting skill acquisition. Journal of Motor Behavior, 36, 115-127.

Weinraub, D.L. (1999). The effects of the use of broken crayon upon grasp development in conjunction with occupational therapy. Unpublished maste's thesis. Touro College, Far Rockaway, NY.