The Decline of Cursive Writing Proficiency: Potential Adverse Implications upon Academic Ability

Autor/in	Jones, Sandra N.
Titel	The Decline of Cursive Writing Proficiency: Potential Adverse Implications upon Academic Ability
Quelle	(2017), (137 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Regent University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-7744-0
Schlagwörter	Hochschulschrift; Dissertation; Handwriting; Writing Skills; Academic Ability; Elementary School Students; Grade 3; Grade 4; Grade 5; Academic Achievement; Spelling; Language Skills; Achievement Tests; Parochial Schools; Correlation; Maryland; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Handschrift; Writing skill; Schreibfertigkeit; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Schulleistung; Schreibweise; Language skill; Sprachkompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Konfessionsschule; Korrelation
Abstract	This study purposed to determine if the decline of proficient cursive writing in students in Grades 3-5 in a private Christian school in Maryland has a degree of influence on the regression in academic achievement in spelling, language skills, and written expression. In this age of PET and fMRI scans, neurological imaging showed areas in the brain associated with cognitive functions known to regulate academics such as language skills and spelling. These areas are also stimulated when writing cursive. The assumption was that proficient handwriting would need less access to cognitive functions, thereby freeing those areas to attend to the content of the writing. Handwriting proficiency was determined by automaticity, fluency, and legibility. Academic performance was measured by classroom grades (report cards); academic achievement was measured by scores on year-end standardized assessments (ACT Aspire) and subtests from the Woodcock-Johnson III Tests of Achievement (WJ III ACH). Data were collected from a midsized private Christian school that taught and enforced the use of cursive writing in Grades 3-5. An analyzation and comparison of data using these variables made it possible to draw conclusions regarding a relationship and determine a degree of correlation. The correlational data would either support or counter the need to preserve cursive writing instruction and practice to mastery. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01