Impact of Handwriting Training on Handwriting Fluency ... · Impact of Handwriting Training on...
Transcript of Impact of Handwriting Training on Handwriting Fluency ... · Impact of Handwriting Training on...
Sibylle Hurschler Lichtsteiner,Werner Wicki & Péter Falmann
University of Teacher Education Lucerne (PH Luzern)
ImpactofHandwritingTrainingonHandwritingFluency,SpellingandTextQualityinPrimarySchoolChildrenELNWG2Meeting,Lyon16-17November2017UniversitédeLyon
u Handwriting in Switzerland (German speaking part)u Theoretical background u Research questionsu Research designu Participantsu Methodsu Resultsu Discussion
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
1942– 2001/2014 2001/2014-
4
u The Not so Simple View of Writing Model (Berninger & Winn, 1996 / 2008)
u Working memory functions as a «bottle neck» in the process
Theoretical Background
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
Theoretical Background
u Transcription skills have an influence on text qualityu In case of young people, handwriting training leads to longer
texts with higher text quality. (Christensen 2005)u Writing fluency and text quality of children are influenced by
hitherto acquired transcriptions skills and can be improved through training. (Alves & Limpo 2015)
u The developmental process does not end with the acquisition of the letters of the alphabet. An ongoing training throughout the school time leads to better legibility and fluency of Handwriting. (Santangelo & Graham 2015)
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
Main Research Question
u What impact does a combined handwriting and spelling training have on the fluency of the handwriting, on the spelling and on the quality of texts produced in case of third graders?
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
Participants
u 175 Children in the third Grade (primary school)u 11 classes
u German-speaking areas of Switzerland, Canton Lucerneu Active consentu Age 107.9 months (Mean), SD = 5.3 monthsu 50.9 % femalesu 89.7 % right-handers
u 26.2 % two or more languages spokenu 11.4 % German as a second languageu 12.6 % with special needs educationu 6.3 % in psychomotor therapy
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
Intervention
Preparation (6 months)u Training of the teachers (standardized teaching units)
u Preparatory units based on the curriculum focusing on the introduction of principles how to connect the letters
Implementationu Each group got a teacher assigned for the daily trainings
u 4x 15 minutes / week over 5 weeks
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
Design
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
Intervention Groups
Combined handwriting and spelling trainingu Training of the most typical connections based on garlands
u Goal: reaching a high level of automaticity and the transfer to written language
Handwriting trainingu Training of the most typical connections based on garlandsu Goal: High control of initial graphomotor skills and reaching a
high level of automaticitySpelling training u Focusing on morphemic structuresReading fluency trainingu Focusing on reading words and paragraphs faster
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
Measures Prompts and Tests Methods of Analysis
Handwriting fluency: automaticity, stroke frequency and pressure
17 Items on a digitizing WACOM-Tablet
Computer aided segment analysis with CSWin 2012,Mai & Marquardt 2007
Spelling Salzburger RechtschreibetestSLRT-II, Moll & Landerl 2014
Scoring according to manual
Handwriting speed (copying task) 5-minute Copying Task Counting words / letters produced
Legibility 5-minute Copying Task, the same as above
Scoring according to rating manual,Mahrhofer 2004, Hurschler, Saxer & Wicki 2008
Text quality (holistic and analytic score)
Narrative Texts according to a Prompt (30 minutes/ Text)
Scoring according to rating manual «KoText», Heinzel, Kruse & Lipowsky 2012 and «Restless», Wild et. al., in print
Visual-motor Integration Visuo Motor Integration Test Beery & Beery, 2006
Scoring according to manual
Working memory AGTB 5-12 (3 components)Hasselhorn et al. 2012
Scoring through software
Gender, handedness, spoken languages , age etc.
Extracts from pupils' files
Collected by teachersCollected by scientific assistants
Method
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
Measures Prompts and Tests Methods of Anaylsis
Handwriting fluency: automaticity, stroke frequency and pressure
17 Items on a digitizing WACOM-Tablet
Computer aided segment analysis with CSWin 2012,Mai & Marquardt 2007
Spelling Salzburger RechtschreibetestSLRT-II, Moll & Landerl 2014
Scoring according to manual
Handwriting speed (copying task) 5-minute Copying Task Counting words / letters produced
Legibility 5-minute Copying Task, the same as above
Scoring according to rating manual,Mahrhofer 2004, Hurschler, Saxer & Wicki 2008
Text quality (holistic and analytic score)
Narrative Texts according to a Prompt (30 minutes/ Text)
Scoring according to rating manual «KoText», Heinzel, Kruse & Lipowsky 2012 and «Restless», Wild et. al., in print
Visual-motor Integration Visuo Motor Integration Test Beery & Beery, 2006
Scoring according to manual
Working memory AGTB 5-12 (3 components)Hasselhorn et al. 2012
Scoring through software
Gender, handedness, spoken languages , age etc.
Extracts from pupils' files
Collected by teachersCollected by scientific assistants
Method
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
Method - Measures of Fluency
NIV – Number of Inversions in Velocity (Marquardt, 2011, S.383-384)
Measure for the level of automaticity of a movement
u Instrumemt: Strega (CSWin - Version 2012)
3
learningprocess
notautomatic automatic
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
Method – Items of the Handwriting Analysis
3
double loops
dictated sentence
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
Double loops: stroke frequency
The development is significant over time but not over the intervention groups.
Results: Tablet MeasuresPre-, Post- and Follow-up Tests
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GroupCombinedhandwritingandspellingtrainingHandwritingtraining
SpellingtrainingReadingfluencytraining
F Time=41.989,df =2/171,p<0.001FGroup=1.034,df=3/171,p=n.s.
FGroup*Time=2.354,df=3/171,p=0.074
(N=175;Meanage=107.9m.,Range=90– 122m.)
Time
Strokefreq
uency(Hz)
Pre-testPost-testFollow-uptest
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
Double loops: automaticity of handwriting movements - NIV
There is a significant development over time and also a significant interaction effect between the intervention groups over time.
17.11.17 16
F Time=31.214,df =2/171,p<0.001FGroup=.890,df=3/171,p=n.s.FGroup*Time=3.103,df=3/171,p=0.028(N=175;Mean age=107.9m.,Range=90– 122m.)NIVvalueswereln-transformedtocompensateforskewedness
automaticity
ofh
andw
riting
movem
ents(N
IV)
Time
Results: Tablet MeasuresPre-, Post- and Follow-up Tests
GroupCombinedhandwritingandspellingtrainingHandwritingtraining
SpellingtrainingReadingfluencytraining
Pre-testPost-testFollow-uptest
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
Dictated sentence: stroke frequency
There is a significant time effect yet there is no interaction effect as regards groups and time.
11/17/17 17
F Time=47.570,df =2/171,p<0.001FGroup=0.917,df=3/171,p=n.s.FGruroup*TIme =0.213,df=3/171,p=n.s.(N=175;Meanage=107.9m.,Range=90– 122m.)
Results: Tablet MeasuresPre-, Post- and Follow-up Tests
Strokefreq
uency(Hz)
GroupCombinedhandwritingandspellingtrainingHandwritingtraining
SpellingtrainingReadingfluencytraining
TimePre-testPost-testFollow-uptest
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
Dictated sentence: automaticity of handwriting movements - NIV
The development over time was significant, however none of the trainings yielded significant advantages regarding automaticity.
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F Time=16.508,df =2/171,p<0.001FGroup=1.257,df=3/171,p=n.s.FGroup*Time=0.346,df=3/171,p=n.s.NIV– Valuestransformedthrough1/X2 tocompensateforskewedness
(N=175;Meanage=107.9m.,
Range =90– 122m.)
Results: Tablet MeasuresPre-, Post- and Follow-up Tests
TimePre-testPost-testFollow-uptest
automaticity
ofh
andw
riting
movem
ents(N
IV)
GroupCombinedhandwritingandspellingtrainingHandwritingtraining
SpellingtrainingReadingfluencytraining
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
Results: Level of automaticity (NIV)Pre-test (Baseline)
Comparing double loops, copied and dictated sentences regarding automaticity (NIV)
The double loops are not automatized. However, the sentences show a high level of automaticity
copying task: sentence fast
double loops
dictation: sentence
CombinedhandwritingandspellingtrainingHandwritingtraining
SpellingtrainingReadingfluencytraining
CombinedHandwritingSpelling Reading
automaticity
ofh
andw
riting
movem
ents(N
IV)
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
Results:Text quality Pre-, Post- and Follow-up Tests
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F Time=3.209,df =2/167,p=.043FGroup=2.234,df=3/168,p=.086FGroup*Time=1.694,df=6/336,p=n.s.FGender*Time=1.086,df=2/167,p=n.s.(N=175;Meanage=107.9m.,Range=90– 122m.)Thecovariatesinthemodelwerecalculatedbasedonthefollowingvalue:Gender=1.49
Meananalyticalsc
ore
Text quality (analytical score)
There are significant differences over time. The different trainings did not lead to significant differences in the quality of the texts produces by the students over time.
TimePre-testPost-testFollow-uptest
GroupCombinedhandwritingandspellingtrainingHandwritingtraining
SpellingtrainingReadingfluencytraining
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
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Results: Influences on Text QualityFollow-up Test
Hierarchical regression analysis for variables predicting text quality (Model 3)
Variable B SE B β
Gender -0.23 0.07 -0.25**
WM wordspan 0.15 0.05 0.20**
WM visuo-spatial sketch pad 0.00 0.03 0.02
VMI 0.02 0.01 0.09
Handwriting speed 0.00 0.00 0.02
NIV Composing -0.35 0.15 -0.17*
Spelling -0.02 0.00 -0.23**
R2 .206.03*F for change in R2
*p<.05.**p<.01.
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
► The groups with handwriting training outperformed the spelling and the reading groups regarding the automaticity of double loops from pretest to posttest. However, the differences did not persist over the follow-up period.
► 5 weeks might be short to solidify the differences.
► Students` handwriting, regardless of the groups, showed a high level of automaticity when it came to writing sentences at the pre-test.
► The training might be too late at this point of time.
Discussion: Handwriting fluency
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
► Though there are significant differences over time, no interactioneffects were found.
► No correlation between automaticity of a texts written on the tabletand the quality of the texts written in a pen-and-paper task, but…
Discussion: Text Quality
AutomaticityText composed on the tablet
(3´ task)
Number of letters written on paper(30´ Text production)
Text quality(30´ text production)
PH Luzern / Sibylle Hurschler / Werner Wicki / Péter Falmann
► Alves, R. A., Limpo, T. (2015). Progress in Written Language Bursts, Pauses, Transcription, and Written CompositionAcross Schooling. Scientific Studies of Reading,19(5), 374-391.
► Beery & Beery. (2006). The Beery-Buktenica Developmental Test of Visual-Motor Integration. Minneapolis: Pearson.
► Berninger, V.W., & Winn, W.D. (2008). Implications of Advancements in Brain Research and Technology for Writing Development, Writing Instruction, and Educational Evolution. In S. Graham & J. Fitzgerald (Eds.), Handbook of Writing Research (pp. 96-114). New York: Guilford Press.
► Christensen, C. A. (2005). The role of orthographic-motor integration in the production of creative and well structured written text for students in secondary school. Educational Psychology, 25(5), 441-453.
► Hasselhorn, M., et al. (2012). AGTB 5-12. Arbeitsgedächtnistestbatterie für Kinder von 5 bis 12 Jahren. Göttingen: Hogrefe.
► Hurschler, S., & Saxer, A., & Wicki, W. (2008). Schreibmotorische Leistungen im frühen Primarschulalter in Abhängigkeit vom unterrichteten Schrifftyp. Forschungsbericht Nr. 18 der Pädagogischen Hochschule Zentralschweiz. Luzern: PHZ Luzern.
► Hurschler, S., & Falmann, P. (2016). Trainingsmaterialien für die HA-T-Studie. Unveröffentliche Aufbaureihe für die Automatisierung der ersten Buchstabenverbindungen.
► Jurt, J., Hurschler, S. & Henseler, L. (2016, 3. Aufl.). Unterwegs zur persönlichen Handschrift. Lernprozesse gestalten mit der Luzerner Basisschrift. Luzern: Luzerner Lehrmittelverlag.
► Kruse, G., Rickli, U., Riss, M., & Sommer, T. (2010). Lesen. Das Training 1. Bern: Schulverlag plus.
► Kruse, N., Reichardt, A., Herrmann, M., Heinzel, F. & Lipowsky, F. (2012). Zur Qualität von Kindertexten. Entwicklung eines Bewertungsinstrumentes in der Grundschule. Didaktik Deutsch 32, 87-110.
► Leemann, K. (2015). Grundbausteine der Rechtschreibung. Baar: Klett und Balmer.
► Mahrhofer, C. (2004). Schreibenlernen mit graphomotorisch vereinfachten Schreibvorgaben. Bad Heilbrunn: Klinkhardt.
► Mai, N. & Marquardt, C. (2007). CSWin Version 2007. Bedienungshandbuch. München: MedCom.
► Moll, K. & Landerl,, K. (2014). SRLT-II. Lese- und Rechtschreibtest. Bern: Huber.
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► Santangelo, T. & Graham, S. (2016). A Comprehensive Meta-analysis of Handwriting Instruction. Educational Psychology Review, 28(2), 225-265.
► Wicki, W., Hurschler Lichtsteiner, S., Saxer Geiger, A., & Müller, M. (2014): Handwriting Fluency in Children: Impact and Correlates. Swiss Journal of Psychology, 72(2), 87-96.
References