The Effects of Critical Feature Handwriting Intervention on Early Literacy Skills

dc.contributor.advisorSchrodt, Katie KS
dc.contributor.authorRussell, Claudia
dc.contributor.committeememberSchrodt, Katie KS
dc.contributor.committeememberElleman, Amy AE
dc.contributor.committeememberGriffin, Natalie NG
dc.date.accessioned2023-08-16T16:06:20Z
dc.date.available2023-08-16T16:06:20Z
dc.date.issued2023
dc.date.updated2023-08-16T16:06:20Z
dc.description.abstractABSTRACT This study was conducted by utilizing an experimental handwriting intervention using eight critical features as identified by Reutzel et al. (2019). The intervention used lower-case letters to group letters with similar features for instruction for preschool-age children. These features were used to facilitate instruction with letter-writing fluency, letter-writing quality, letter names and letter sounds in a pre-K (3–4 years of age) classroom. The critical features of letters include short and long lines, short and long hooks closed and open curves, and a U-turn/hump and dot. This study examined the impact of a handwriting intervention using critical features on acquisition of letter names, letter sounds, phonemic awareness, and handwriting fluency and quality. This study included 29 pre-K students in private school settings, randomly assigned to form an experimental and a control group for each center. The intervention lasted 8 weeks, at 30-minute sessions per group. Small group instruction of the handwriting intervention took place in both centers with the experimental group. There were 2 small groups, n = 29, 15 in the experimental group and 14 in the control group. Quantitative data collection consisted of data from the pre-and post-handwriting analysis and FastBridge assessments for letter recognition and letter sounds. At posttest, ANCOVA analyses demonstrated statistically significant differences between the intervention group and control group on all measures (i.e., phonological awareness, handwriting quality, handwriting fluency, letter names, and letter sounds). Keywords: handwriting, critical features, letter sound fluency, letter recognition, letter writing quality
dc.description.degreePh.D.
dc.identifier.urihttps://jewlscholar.mtsu.edu/handle/mtsu/6990
dc.language.rfc3066en
dc.publisherMiddle Tennessee State University
dc.source.urihttp://dissertations.umi.com/mtsu:11761
dc.subjectCritical features
dc.subjectEarly childhood
dc.subjectHandwriting
dc.subjectLetter letter writing quality
dc.subjectLetter recognition
dc.subjectLetter sound fluency
dc.subjectEarly childhood education
dc.subjectElementary education
dc.thesis.degreeleveldoctoral
dc.titleThe Effects of Critical Feature Handwriting Intervention on Early Literacy Skills

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