Caron A C Clark, Holly Hatton-Bowers, Kimia Akhavein, Sarah Rasby, Gilbert R Parra
Growing through adversity: the relation of early childhood educator post-traumatic growth to young children's executive function
Frontiers in psychology
handwriting complex activity involves continuous interaction lowerlevel handwriting motor skills higherorder cognitive processes important allocate mental resources highorder processes since processes place great demand cognitive capacity possible lowerlevel skills transcription effortlessness fluent given fluency value virtually areas academic learning schools provide instructional activities promote writing fluency first stages learning write effort determine teaching handwriting enhances writing fluency conducted systematic metaanalytic review writing fluency intervention literature selected 31 studies 21 true quasiexperimental studies 4 singlegroup design 3 singlesubject design 3 nonexperimental studies conducted k6 students regular school setting total 2030 students participated studies compared instruction nonhandwriting instructional conditions teaching different handwriting intervention programs resulted statistically significant greater writing fluency es 064 moreover three specific handwriting interventions yielded statistically significant results improving writing fluency compared handwriting interventions typical handwriting instruction conditions handwriting focused training timed transcription skills es 049 multicomponent handwriting treatments es 040 performance feedback es 036 enough data calculate impact sensorymotor selfregulated strategy handwriting interventions writing fluency significance findings implementing differentiating handwriting fluency instruction guiding future research discussed