Handwriting Speeds of 4th–8th Grade Students

Ayşe Dilek Yekeler Gökmen; Mustafa  Yıldız; Nurhan Aktaş; Merve  Ataş

Vol. 15 No. 2 (2022) IEJEE

Handwriting Speeds of 4th–8th Grade Students

Ayşe Dilek Yekeler Gökmen
Mustafa Yıldız
Nurhan Aktaş
Merve Ataş

Published January 19, 2023 | Pages: 123-136 | Views: 657

Download PDF

SHARE

Abstract

For the effective expression of feelings and thoughts, handwriting should be produced fluently at a certain speed. The aim of this study was to examine the development of handwriting speeds in 4th-8th grade primary and secondary school students in terms of various variables. In line with this aim, answers were sought to the question, “Do 4th-8th grade primary and secondary school students’ handwriting speeds differ significantly depending on their grade, gender, hand preference and handwriting style?” The study was designed with a survey method, and the study group consisted of 322 students attending 4th, 5th, 6th, 7th and 8th grades of primary and secondary school. As the data collection tool in the study, a form developed by the researchers for all grade levels was used. In the data collection process, the students were required to copy a given text within a period of one minute. The research results revealed that while the primary and secondary school students’ handwriting speeds differed significantly according to their grade level, gender and handwriting style, they did not differ significantly according to their hand preferences. As grade level increased, mean handwriting speeds increased. Female students wrote faster than male students. Students using manuscript handwriting style wrote faster than students who used cursive handwriting style.

<p>For the effective expression of feelings and thoughts, handwriting should be produced fluently at a certain speed. The aim of this study was to examine the development of handwriting speeds in 4th-8th grade primary and secondary school students in terms of various variables. In line with this aim, answers were sought to the question, “Do 4th-8th grade primary and secondary school students’ handwriting speeds differ significantly depending on their grade, gender, hand preference and handwriting style?” The study was designed with a survey method, and the study group consisted of 322 students attending 4th, 5th, 6th, 7th and 8th grades of primary and secondary school. As the data collection tool in the study, a form developed by the researchers for all grade levels was used. In the data collection process, the students were required to copy a given text within a period of one minute. The research results revealed that while the primary and secondary school students’ handwriting speeds differed significantly according to their grade level, gender and handwriting style, they did not differ significantly according to their hand preferences. As grade level increased, mean handwriting speeds increased. Female students wrote faster than male students. Students using manuscript handwriting style wrote faster than students who used cursive handwriting style.&nbsp;</p>

Listen -

References

Akyol, H. (2008). Türkçe İlk Okuma ve Yazma Öğretimi [Teaching Reading and Writing in Turkish]. Ankara: Pegem A Yayıncılık.

Akyol, H. (2014). Programa Uygun Türkçe Öğretim Yöntemleri [Turkish Teaching Methods According to the Program]. Ankara: Pegem A Yayıncılık.

Arslan, D., & Ilgın, H. (2010). Öğretmen ve öğrencilerin bitişik eğik yazı ile ilgili görüşleri [Teachers’ and Students’ Opinions about Cursive Handwriting]. İnönü Üniversitesi Eğitim Fakültesi Dergisi. 11(2). 19-92. https://dergipark.org.tr/en/download/article-file/92274.

Aydın, S. (2016). İlk okuma yazma öğrenimine doğrudan bitişik eğik yazı ile başlayan 9. Sınıf öğrencilerinin bitişik eğik yazıyı kullanma durumlarının incelenmesi [Examination of the use of cursive handwriting by 9th grade students who started their first literacy education directly with cursive writing]. Yüksek Lisans Tezi. Karadeniz Teknik Üniversitesi. Eğitim Bilimleri Enstitüsü. Trabzon.

Bara, F., & Morin, M. F. (2013). Does the handwriting style learned in first grade determine the style used in the fourth and fifth grades and influence handwriting speed and quality? A comparison between French and Quebec children. Psychology in the Schools. 50(6).601-617. https://onlinelibrary.wiley.com/doi/epdf/10.1002/pits.21691.

Barnett, A. L., Prunty, M., & Rosenblum, S. (2018). Development of the handwriting legibility scale (HLS): A preliminary examination of reliability and validity. Research in Developmental Disabilities, 72, 240–247. https://doi.org/10.1016/j.ridd.2017.11.013.

Başaran, M. (2020). The relationship between the direction of drawing the letter lines and the drawing speed and the line quality. Pamukkale University Journal of Education, doi:10.9779.pauefd.682929. Accessed from https://dergipark.org.tr/en/download/article-file/1367279 on 02.01.2021.

Bay, Y. (2010). Ses Temelli Cümle Yöntemiyle İlk Okuma Yazma Öğrenen İlköğretim Birinci Sınıf Öğrencilerinin Okuma Yazma Hızları ve Okuduğunu Anlama Düzeyleri [Reading and Writing Speeds and Reading Comprehension Levels of Primary School First Grade Students who Learned First Reading and Writing with the Sound-Based Sentence Method]. Journal of Kirsehir Education Faculty, 11(1).257-277. https://dergipark.org.tr/en/download/article-file/1493954.

Benik, T. (2018). İlkokul birinci sınıf öğrencilerinin yazma becerilerinin ve yazma hızlarının incelenmesi [Study of writing skills and writing speed of primary school fırst grade students]. (Unpublished Master’s Thesis). Gaziantep University, Gaziantep.

Berninger, V. W., Abbott. R. D., Jones. J., Wolf, B. J., Gould, L., Anderson, M., Shimada, S., & Apel, K. (2006). Early development of language by hand: Composing, reading, listening and speaking connections; three letter-writing modes; and fast mapping in spelling. Developmental Neuropsychology. 29. 61 – 92. https://www.tandfonline.com/doi/abs/10.1207/s15326942dn2901_5.

Berninger, V. W., & Amtmann, D. (2003). Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems: Research into practice. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 345–363). Guilford Press.

Blote. A,, & Hamstra-Bletz. L. (1991). A longitudinal study on the structure of handwriting. Perceptual and Motor Skills. 72. 983-994. https://journals.sagepub.com/doi/10.2466/pms.1991.72.3.983.

Bonoti, F., Vlachos, F., & Metallidou, P. (2005). Writing and drawing performance of school age children: Is there any relationship? School Psychology International. 26 (2): 243–255. https://journals.sagepub.com/doi/abs/10.1177/0143034305052916.

Can, A. (2013). SPSS ile Bilimsel Araştırma Sürecinde Nicel Veri Analizi [Quantitative Data Analysis in the Scientific Research Process with SPSS]. Ankara: Pegem Akademi.

Cohen, M. R. (1997). Individual and sex differences in speed of handwriting among high school students. Perceptual and Motor Skills, 84, 1428-1430. https://journals.sagepub.com/doi/abs/10.2466/pms.1997.84.3c.1428.

Çelenk, S. (Ed.). (2013). İlk okuma yazma programı ve öğretimi [First literacy program and its teaching]. Ankara: Eğiten Kitap.

Dodd, B., & Carr, A. (2003). Young children’s letter-sound knowledge. Language, Speech and Hearing Services in Schools, 34, 128-137. https://pubs.asha.org/doi/abs/10.1044/0161-1461%282003/011%29.

Duran, E., & Akyol, H. (2010). Bitişik eğik yazı öğretimi çalışmalarının çeşitli değişkenler açısından incelenmesi [Examination of cursive handwriting studies in terms of various variables.]. Türk Eğitim Bilimleri Dergisi. 8(4). 817-838. https://dergipark.org.tr/en/download/article-file/256228.

Ediger, M. (2001). Assessing Handwriting Achievement. ERIC Document Reproduction Service No. ED 346 082. 1-11. Accessed from https://files.eric.ed.gov/fulltext/ED447508.pdf on 30 October 2020.

Erdoğan, T. (2012). İlköğretim birinci sınıf öğrencilerinin bitişik eğik yazı yazma gelişimlerinin incelenmesi [An Investigation on the Development of Cursive Handwriting of Primary School First Year Students]. Eğitim ve Bilim. 37(165). 93-103. http://eb.ted.org.tr/index.php/EB/article/view/1009/415.

Feder, K. P., & Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine & Child Neurology, 49(4), 312–317. https://doi.org/10.1111/j. 1469-8749.2007.00312.x

Fogel, Y., Rosenblum, S., & Barnett, A. L. (2022). Handwriting legibility across different writing tasks in school-aged children. Hong Kong Journal of Occupational Therapy, Vol. 0(0) 1–8. https://journals.sagepub.com/doi/pdf/10.1177/15691861221075709.

Foster, E. M. (1957). A Comparison of Intermediate Grade Manuscript and Cursive Handwriting in Two Typical Elementary School Programs, Doctoral dissertation, State University of Iowa. Iowa City.

Galanis, J. A. (2008). “The Effect of The Handwriting Without Tears Program on Student Cursive Writing Achievement at Central Institute for The Deaf (CID)”. Master of Science in Deaf Education. Washington University School of Medicine Program in Audiology and Communication Sciences.

Gates, A. I. & Brown, H. (1929). Experimental comparisons of print-script and cursive writing. The Journal of Educational Research, 20(1), 1-14. https://www.tandfonline.com/doi/abs/10.1080/00220671.1929.10879960?journalCode=vjer20.

Graham, S., & Miller, L.(1980). Handwriting research and practice: A unified approach. Focus on Exceptional Children, 13, 1-16.

Graham, S. (1992). Issues in handwriting instruction. Focus on Exceptional Children, 25(2).1-16.

Graham, S., & Weintraub, N. (1996). A review of handwriting research: Progress and prospects from 1980 to 1994. Educational Psychology Review. 8(1).7-87. https://link.springer.com/article/10.1007%2FBF01761831.

Graham, S., Weintraub. N., & Berninger. V. W. (1998). The relationship between handwriting style and speed and legibility. The Journal of Educational Research.91(5).290-296. https://www.tandfonline.com/doi/abs/10.1080/00220679809597556

Graham, S., Berninger, V., Weintraub, N., & Schafer, W. (1998). Development of handwriting speed and legibility in grades 1-9. The Journal of Educational Research.92(1).42-52. https://www.tandfonline.com/doi/abs/10.1080/00220679809597574.

Güneş, F. (2006). Niçin bitişik eğik yazı [Why cursive handwriting?]. MEB Bilim ve Aklın Aydınlığında Eğitim Dergisi. 71(1). 17-19.

Güneş, F. (2007). Ses Temelli Cümle Yöntemi ve Zihinsel Yapılandırma [Sound-Based Sentence Method and Mental Structuring]. Ankara: Nobel Yayınları.

Güneş, F. (2016). Eğitimde Kalem ve Tuşlarla Yazma Tartışmaları [The Discussion on Writing with Pencil and Typing on Keyboard in Education]. Bartın Üniversitesi Eğitim Fakültesi Dergisi. 5(1). 19-33.

Güneş, F. (2019). İlk Okuma ve Yazma Öğretimi Yaklaşımlar ve Modeller [First Reading and Writing Teaching Approaches and Models]. Ankara: Pegem.

Hammerschmidt, S. L., & Sudsawad, P. (2004). Teachers’ survey on problems with handwriting: Referral, evaluation, and outcomes. American Journal of Occupational Therapy, 58(2), 185–192. https://doi.org/10.5014/ajot.58.2.185.

Hamstra-Bletz, L., & Blote, A. W. (1990). Development of handwriting in primary school: A longitudinal study. Perceptualand Motor Skills, 70,759-770. https://journals.sagepub.com/doi/abs/10.2466/pms.1990.70.3.759.

Houston, H. (1938). Manuscript writing and progress in reading. The Elementary School Journal,39(2),116-118. https://www.journals.uchicago.edu/doi/abs/10.1086/457577?journalCode=esj.

Julius, M. S., Meir, R., Shechter-Nissim, Z., & Adi-Japha, E. (2016). Children’s ability to learn a motor skill is related to handwriting and reading proficiency. Learning and Individual Differences, 51, 265–272. https://doi.org/10.1016/j.lindif. 2016.08.034.

Jimenez, J. E., & Hernandez-Cabrera, J. A. (2018). Transcription skills and written composition in Spanish beginning writers: Pen and keyboard modes. Reading and Writing: An Interdisciplinary Journal, 32(7), 1847–1879. https:// doi. org/ 10. 1007/ s11145- 018- 9928-4.

Kadıoğlu, H. (2012). İlköğretim birinci sınıf öğrencilerinin bitişik eğik yazma becerisi hızı ve tutumlarının incelenmesi [Examining the cursive handwriting speed and attitudes of first grade primary school students]. Doktora Tezi. Marmara University, İstanbul.

Karagöz. Y. (2019). SPSS, AMOS, META Uygulamalı İstatistiksel Analizler [SPSS, AMOS, META Applied Statistical Analysis] (2.Baskı). Ankara: Nobel Akademi.

Karlsdottir, R., & Stefansson, T. (2003). Predicting performance in primary school subjects. Perceptual and Motor Skills, 97,1058 – 1060. https://journals.sagepub.com/doi/abs/10.2466/pms.2003.97.3f.1058.

Kazu, H., & Ersözlü, N. Z. (2006). Yeni Müfredatla Gelen Bitişik Eğik Yazıya İlişkin Öğretmen Görüşleri [Teachers’ Views Regarding the Cursive Handwriting Coming with the New Curriculum], Ulusal Sınıf Öğretmenliği Kongresi Bildiriler Kitabı içerisinde (s. 238-248). Ankara: Kök Yayıncılık.

Koenke, K. (1986). Handwriting Instruction: What Do We Know? ERIC Digest. https://files.eric.ed.gov/fulltext/ED272923.pdf.

MEB, (2009). İlköğretim Türkçe dersi (1-5.sınıflar) öğretim programı ve kılavuzu [Primary Turkish course (grades 1-5) curriculum and guide.]. Ankara: Devlet Kitapları Müdürlüğü Basım Evi.

Medwell, J., Strand. S., & Wray, D. (2009). The links between handwriting and composing for Y6 children. Cambridge Journal of Education. 39. 329 – 344. https://www.tandfonline.com/doi/abs/10.1080/03057640903103728

Meulenbroek, R., & Van Galen, G. (1990). Perceptual-motor complexity of printed and cursive letters. The Journal of Exrperimentu1 Education. 58.95-110. https://www.tandfonline.com/doi/abs/10.1080/00220973.1990.10806527

McCutchen, D. (2011). From novice to expert: Implications of language skills and writing-relevant knowledge for memory during the development of writing skill. Journal of Writing Research. 3. 51 – 68. https://www.jowr.org/articles/vol3_1/JoWR_2011_vol3_nr1_McCutchen.pdf

Morin, M. F., Lavoie. N., & Montésinos-Gelet, I. (2012).The effects of manuscript-cursive or manuscript/cursive styles on writing development in Grade 2. Language and Literacy. 14(1). 110-124. https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/11028/13067

O’Mahony, P., Dempsey, M., & Killeen, H. (2008). Handwriting speed: duration of testing period and relation to socio-economic disadvantage and handedness. Occupational Therapy International. 15(3). 165-177. https://onlinelibrary.wiley.com/doi/epdf/10.1002/oti.255

Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice (4.Baskı). Thousand Oaks, CA: Sage publications.

Phelps, J., Stempel, L., & Speck, G. (1985). The children’s handwriting scale: A new diagnostic tool. The Journal of Educational Research, 79(1), 46-50. https://www.tandfonline.com/doi/abs/10.1080/00220671.1985.10885646.

Skar, G. B., Lei, P. W., Graham, S., Aasen, A. J., Johansen, M. B., & Kvistad, A. H. (2021). Handwriting fluency and the quality of primary grade students’ writing. Reading and Writing, 1-30.

Tabachnick, B. G., & Fidell, L. S. (2015). Çok değişkenli istatistiklerin kullanımı [Using multivariate statistics] (M. Baloğlu, Çev.). Ankara: Nobel.

Temur, T. (2012). Türk ve Amerikan 3. Sınıf Öğrencilerinin Yazma Hızlarının Bazı Değişkenler Açısından Karşılaştırılması [Comparison of Writing Speed of Turkish and American 3rd Grade Students in Terms of Certain Variables]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(17), 207-218. https://dergipark.org.tr/en/download/article-file/182965.

Temur, T., Aksoy, C. C., & Tabak, H. (2012). İlköğretim birinci sınıf öğrencilerinin kalem tutma biçimleri ve kavrama-sıkıştırma kuvvetlerinin yazma hızı ve hatalarına etkisi [The Impact of Holding and Gripping a Pencil and Compressive Strength on Writing Speed and Mistakes of First Grade Students]. Eğitim ve Bilim. 37(165). 307-319. http://eb.ted.org.tr/index.php/EB/article/view/1318/430.

Tseng, M. H., & Hsueh, I. P. (1997). Performance of School – Aged Children on a Chinese Handwriting Speed Test. Occupational Therapy International. 4 (4). 294-303. https://onlinelibrary.wiley.com/doi/epdf/10.1002/oti.61.

Tompkins, G., Campbell, R., Green, D., & Smith, C. (2014). Literacy for the 21st century. Australia: Pearson.

Turan, M. (2010). Analogy of lower and capital letters of vertical and italic handwriting in first grade literacy. Educational Research and Review. 5 (10).593-603. https://academicjournals.org/journal/ERR/article-full-text-pdf/46A38454194.

Unutkan, Ö. (2006). Okul öncesi dönem çocuklarının ince motor becerileri açısından ilköğretime hazır bulunuşluğunun incelenmesi [A study of preschool children’s readiness for primary education in terms of fine motor skills]. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, (11), 92-99. https://dergipark.org.tr/en/download/article-file/115724.

Vinter, A., & Chartrel, E. (2010).Effects of different types of learning on handwriting movements in young children. Learning and Instruction. 20(6).476-486. https://www.sciencedirect.com/science/article/abs/pii/S0959475209000681.

Yıldız, M., & Ateş, S. (2010). İlk okuma yazmayı farklı yöntemlerle öğrenen ilköğretim 3. sınıf öğrencilerinin yazılarının okunaklılık ve yazım hataları bakımından karşılaştırılması [Comparison of the Writings of 3rd Grade Students Who Acquired First Reading and Writing in Different Ways, In Respect to Their Legibility and Writing Errors]. Türkiye Sosyal Araştırmalar Dergisi, 14(1), 11-30. https://www.acarindex.com/dosyalar/makale/acarindex-1423935145.pdf.

Yıldız, M., Ataş, M., Yekeler, A. D., & Aktaş, N. (2016). Dik temel yazıyı nasıl öğrendiler? Nasıl yazıyorlar? [How did they learn the manuscript writing? How do they write?]. Turkish Studies International Periodical for The Languages, Literature and History of Turkish or Turkic, 11(3), 2461-2480. https://www.researchgate.net/profile/Mustafa-Yildiz-17/publication/301343295_Dik_Temel_Yaziyi_Nasil_Ogrendiler_Nasil_Yaziyorlar/links/5773dd1808aead7ba06e595e/Dik-Temel-Yaziyi-Nasil-Oegrendiler-Nasil-Yaziyorlar.pdf.

Yıldız, M. (2019). Türkiye’de Bitişik Eğik Yazı Reformu ve Sonrası: İlköğretim Öğrencileri (4-8. Sınıf) Hangi El Yazısı Stiliyle Yazıyor? [Cursive Handwriting Reform and its Aftermath in Turkey: Which Handwriting Style Do Primary School (4th-8th Grades) Students Use?]. Eğitim ve Bilim, 44(197).209-222. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/7931/2872

Wallen, M., & Mackay, S. (1999). Test-retest, interrater, and intrarater reliability, and construct validity of the Handwriting Speed Test in year 3 and year 6 students. Physical and Occupational Therapy in Pediatrics. 19(1).29–42. https://www.tandfonline.com/doi/abs/10.1080/J006v19n01_03.

Ziviani, J. (1984). Some elaborations on handwriting speed in 7-14 year olds. Perceptual and Motor Skills, 58, 535-539. https://journals.sagepub.com/doi/abs/10.2466/pms.1984.58.2.535.

Ziviani J., & Elkins J (1984). An evaluation of handwriting performance. Educational Review, 36, 251–261. https://www.tandfonline.com/doi/abs/10.1080/0013191840360304.

Ziviani, J., & Elkins, J. (1986). Effect of pencil grip on handwriting speed and legibility. Educational Review, 38(3), 247-257. https://www.tandfonline.com/doi/abs/10.1080/0013191860380305.

Ziviani, J. (1996). Use of modern cursive handwriting and handwriting speed for children aged 7 to 14 years. Perceptual and Motor Skills, 82(1), 282. https://journals.sagepub.com/doi/abs/10.2466/pms.1996.82.1.282?journalCode=pmsb.

Ziviani, J., & Watson‐Will, A. (1998).Writing speed and legibility of 7–14‐year‐old school students using modern cursive script. Australian Occupational Therapy Journal. 45(2). 59-64. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1440-1630.1998.tb00783.x.

Ziviani, J. M., & Wallen, M. (2006). The Development of Graphomotor Skills. A. Henderson and C. Pehoski (Ed.), Hand Function in the Child: Foundations for Remediation (s.217-236). Philadelphia, USA: Mosby Elsevier.

Keywords

handwriting speed; primary and secondary school students; handwriting style; hand preference

Affiliations

Ayşe Dilek Yekeler Gökmen

Dr

Mustafa Yıldız

Nurhan Aktaş

Merve Ataş

Downloads

Download data is not yet available.

How to Cite

Yekeler Gökmen, A. D., Yıldız, M. ., Aktaş, N., & Ataş, M. . (2023). Handwriting Speeds of 4th–8th Grade Students. International Electronic Journal of Elementary Education, 15(2), 123–136. Retrieved from https://iejee.com/index.php/IEJEE/article/view/1864

Author Biography

Ayşe Dilek Yekeler Gökmen

Mustafa Yıldız

Mustafa Yıldız is Professor in the department of Primary Teacher Education at Gazi University. Mustafa’s work focuses on teaching of reading and writing, reading motivation, reading and writing diffuculties, literacy policies, research methods.

Nurhan Aktaş

Nurhan Aktaş, Selçuk Üniversitesi Sınıf Öğretmenliği Bölümü'nde yardımcı doçenttir. Araştırma alanları temel okuma yazma, hikaye yazma, okuduğunu anlama, okuma yazma motivasyonu, dijital yazma ve ekran okumadır.

Merve Ataş

Merve Ataş, Trabzon Üniversitesi Lisansüstü Eğitim Enstitüsü Sınıf Öğretmenliği Anabilim Dalı'nda araştırma görevlisidir. Merve'nin çalışmaları okuma yazma öğretimi, öğretmen yetiştirme, okuma motivasyonu, Türkçe öğretimi üzerine odaklanmaktadır.