Teaching Fluent Handwriting Remediates Many Reading-Related Learning Disabilities

Rowe A. Young^1*, Robert V. Rose², Rand Nelson³

¹Department of Psychology Program/Behavioral Neuroscience, University of Connecticut Storrs, Storrs, USA.
²New York University, New York, USA.
³Indiana University of Pennsylvania, Indiana, USA.

DOI: 10.4236/ce.2015.616177                

Abstract

One of the most vexing educational problems in children is the inability to learn to read. Recently it has been shown that the inability to write skillfully imposes great limits on a child’s ability to learn to read. In this paper, information from multiple sources and studies will be reviewed. All of the sources imply a physical (movement) issue is part of the learning problem and emphasize the importance of teaching handwriting skills. Many schools have eliminated all priority and time for instruction of handwriting and college methods courses for teacher training rarely touch on hand-writing. The goal herein is to review, for educators and parents, a collection of evidence which strongly indicates that instruction of physical approach skills (i.e., pencil-hold, paper and arm positioning, and body posture) are extremely important. Without identification and correction, maladaptive hand, wrist and arm positions defeat the emergence of fluency and lend to “Reversed Positioning Sensation” (RPS) an invisible condition that affects many students. It is now clear that for RPS children, these skills are critical for literacy to develop. Educators should know that teaching skills for fluent handwriting can be a powerful intervention for children struggling with literacy; and successful instruction in primary classrooms may well prevent development of attention problems and written language disabilities.

Keywords

Handwriting, Dysgraphia, Dyslexia, Reading Disability, Remediation, Learning Support, Special Education

Conflicts of Interest

The authors declare no conflicts of interest.

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