• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Research Online
    • Journal articles
    • View Item
    • Home
    • Griffith Research Online
    • Journal articles
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • Early Handwriting Ability Predicts the Growth of Children’s Spelling, but Not Reading, Skills

    Author(s)
    Pritchard, VE
    Malone, SA
    Hulme, C
    Griffith University Author(s)
    Malone, Stephanie
    Year published
    2020
    Metadata
    Show full item record
    Abstract
    This study examined the longitudinal relationship between early handwriting skills and the growth of spelling and reading skills in a large sample (N = 569) of 5- to 6-year-old children unselected for ability. The quality of children’s handwriting was assessed using five indicators (letter form, slant, rhythm, ability, general appearance). Children also completed a wide range of tasks measuring reading, spelling and literacy-related skills (letter-sound knowledge, phoneme awareness, rapid automatized naming). A latent variable path model showed that variations in handwriting skills, but not generic fine motor skills, accounted ...
    View more >
    This study examined the longitudinal relationship between early handwriting skills and the growth of spelling and reading skills in a large sample (N = 569) of 5- to 6-year-old children unselected for ability. The quality of children’s handwriting was assessed using five indicators (letter form, slant, rhythm, ability, general appearance). Children also completed a wide range of tasks measuring reading, spelling and literacy-related skills (letter-sound knowledge, phoneme awareness, rapid automatized naming). A latent variable path model showed that variations in handwriting skills, but not generic fine motor skills, accounted for unique variance in the growth of spelling, but not reading. Theoretically, these findings suggest that writing words may lead to the creation of motoric representations of spelling patterns that support the development of children’s orthographic knowledge. From an applied perspective, our findings suggest that practice writing words may help children to learn to spell them.
    View less >
    Journal Title
    Scientific Studies of Reading
    DOI
    https://doi.org/10.1080/10888438.2020.1778705
    Note
    This publication has been entered in Griffith Research Online as an advanced online version.
    Subject
    Education
    Psychology and Cognitive Sciences
    Publication URI
    http://hdl.handle.net/10072/397747
    Collection
    • Journal articles

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander