Karin Harman James, Ph.D., presents the results of a series of studies using functional Magnetic Resonance Imaging (fMRI) that suggest that self-generated action, in the form of printing letters by hand, is a crucial component in setting up brain systems for reading acquisition.
The Neural Correlates of Handwriting and Its Affect on Reading Acquisition
A Meta-Analysis of the Effectiveness of Teaching Handwriting
Tanya Santangelo, Ph.D., presents the results of a meta-analysis conducted by Santangelo and Steve Graham, Ed.D., of true- and quasi-experiments examining the effectiveness of handwriting interventions.
Benefits of an OT/Teacher Model for First Grade Handwriting Instruction
Jane Case-Smith, Ed.D., presents the study results of a twelve-week program that utilizes a co-teaching model in which occupational therapists and teachers collaborate to provide handwriting/writing instruction.
The Relationship of Transcription Speed and Other Cognitive Variables to Note-Taking and Test Performance
Stephen Peverly, Ph.D., presents his recent research on the cognitive processes that underlie note-taking (primarily in lectures) and the relationship of notes to test performance.
Kinematic and Clinical Correlates of Handwriting in Elementary School Children
Gerry Conti, Ph.D., presents kinematic and clinical findings of legible and illegible handwriting in healthy third and fifth grade children.
Evidence-Based, Developmentally Appropriate Writing Skills K to 5: Teaching the Orthographic Loop of Working Memory to Write Letters, Spell Words, and Express Ideas
Virginia Berninger, Ph.D., presents the results of assessment, instructional, brain, and genetics research on writing instruction and describes an approach to instruction and standards that takes into account individual differences in teaching and learning handwriting for spelling, a morphophonemic orthography, and composing.