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The Teaching and Learning of Handwriting

A 6-Day Course

www.nha-handwriting.org.uk

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CONTENTS

Page Welcome ……………………………….…………………………………………………….3 Contents of the course……………………………………………………………………4 Daily programme……………………………………………………………………………5 About the course tutors………….……………………………………………………….6 Synopsis for each session plus references ……….………………………….……8

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6-DAY COURSE BOOKLET 1st – 16th March 2018

Dear Participants, Welcome to the 2018 In-depth course ‘The Teaching and Learning of Handwriting’. This is our 12th year offering this course and we are very pleased that you are taking part. The course is designed as a 6-day complete unit, covering the theoretical and practical issues of the Basics of Handwriting, Handwriting Difficulties and Keyboarding in great depth. It considers the research background in all aspects of the subject and encourages us constantly to refer to the ever-growing research literature to increase our understanding. The course was originally designed as a graduate module at the Institute of Education in London, offering credits towards a Masters degree. Although the course is no longer officially accredited through a university, it does encourage you to engage with the subject of handwriting critically, challenging received thinking and using reference to research literature to guide your attitudes and practice. It also acknowledges that those who work at the coalface with children exert the greatest influence on their success, so it values critical analysis of how handwriting intervention is delivered. For these reasons, practical strategies and, in some cases, specific teaching programmes, will also be demonstrated. The marrying of these two aspects of the course – theory into practice – make it unique. The other ‘marriage’ which enhances this course is that between educators, such as teachers, teaching assistants and psychologists, and clinical specialists, such as OTs and physiotherapists. Handwriting is a truly multi-faceted subject and the experience and expertise which both sets of professionals contribute is, we believe, a vital component of the course’s success. The presenters on the course are all from the executive committee of the NHA and are experts in their particular fields. We hope you will benefit from the range of perspectives which they bring. We hope you will enjoy the course and find it useful for your work.

Angela Webb

Dr. Angela Webb Chair of NHA and Course Leader

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CONTENTS OF THE COURSE

Day 1. Basics of Handwriting I: Rules and schools - theoretical and practical issues:

o Introduction (AW) o Rules and conventions of handwriting (PH) o Early Years Foundation Stage (PH) o Handwriting in the National Curriculum (PH)

Day 2. Basics of Handwriting II: Moving to write - theoretical and practical issues:

o Motor skill learning (AW) o The role of visual perception (AW) o Sensory and motor development for handwriting (JM) o Tools and aids for handwriting (JM)

Day 3. Handwriting Difficulties I: What can go wrong? - theoretical and practical issues:

o The nature of handwriting difficulties (MP) o Handwriting in specific populations (MP) o Writing left-handed (GD) o Forming a whole-school handwriting policy (PH)

Day 4. Handwriting Difficulties II: What can we do? - theoretical and practical issues:

o Principles of assessment (MP) o Principles of intervention (AW) o ‘Pegs to Paper’ – a motor-perceptual programme for the

younger child (AW) o From assessment to intervention: Two Case Studies (AW)

Day 5. Handwriting Difficulties III: Solutions - theoretical and practical issues:

o Moving towards effective handwriting in the classroom: a focus on the older student (AW)

o Concessions for those who struggle (MH) o Interactive session: sharing of ideas and practical

solutions (AW/MH)

Day 6. Keyboarding: theoretical and practical issues:

o Current research relating to hand- versus alternative transcription modes (AW)

o Principles of keyboarding (AMcL) o Practical experience of keyboarding programmes (AMcL) o Plenary (AMcL)

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DAILY PROGRAMME

9.15 Registration and refreshments 9.30 About NHA and the course* 10.00 Session 1 11.00 COFFEE 11.15 Session 2 12.15 Discussion 12.30 LUNCH 1.30 Session 3 2.30 TEA 2.45 Session 4 3.45 Discussion 4.00 END *Please note that delegates need to attend this introductory session on only the first day. On subsequent days they can arrive in time for Session 1. Those attending single days will need to attend.

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THE COURSE TUTORS

Dr. Angela Webb B Ed (Hons) MA PhD - Course leader Angela is a psychologist who specialises in the cognitive and academic needs of children with developmental disorders, particularly Developmental Coordination Disorder. This has led to her interest in handwriting difficulties. Until recently she worked in a multi-disciplinary team at The Queen Anne Street Practice in Central London and as an advisor in schools. She also lectured part-time at the UCL Institute of Education where her research focus was the link between handwriting and written composition. She has chaired NHA since 2006. Gwen Dornan Teachers Certificate, Diploma in Calligraphy RIHE Gwen trained as a primary school teacher and worked as a mainstream teacher for a number of years. She took up calligraphy during a career break while her own children were small. This led to teaching the subject at adult college and also sparked a particular interest in children's handwriting. She continued to develop this interest when she returned to part-time teaching in schools and spent ten years, until 2000, specialising in the teaching of handwriting throughout the junior department (ages 4-11) of a girls' school. She now works with individual children needing help with handwriting. Gwen has been a member of NHA since its early days, has served on the committee for a number of years and is currently the Information Officer. She has written or co-authored the NHA publications: Which Handwriting Scheme, Choosing a Handwriting Scheme and Writing Left-handed and edits the Tips for Handwriting. Dr. Mary Howard Dip COT Cert Ed M Ed Dip SpLD PhD Mary was Education Director of the 3D Centre for Specific Learning Difficulties (for Dyslexia, Dyspraxia and Dyscalculia) in Halifax, West Yorkshire until recently. Mary initially trained as an occupational therapist and worked in paediatrics and psychiatry before becoming a teacher. She taught in special and mainstream settings from Early Years to Higher Education and eventually joined the Assessment and Learning Support Service in Calderdale. When this was disbanded in 2000 Mary worked independently and set up the 3D Centre to provide assessment and tuition for children and training for school staff. She was one of the first cohort of students on the Diploma in Handwriting at the Institute of Education run by the NHA and now tutors on the course. She has a postgraduate certificate in Developmental Co-ordination Disorder/Dyspraxia and a diploma in Specific Learning Difficulties. Mary is a member of the Inset and Finance Committees and coordinates the Tutor List. Pam Hulme Cert Ed BA Pam worked in primary education as a class teacher, senior manager, and advisor on all aspects of reading and writing. Her passion for the teaching of

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reading and writing led to involvement in a number of literacy projects. From 2000-2003, Pam represented the UK Literacy Association on the International Reading Association’s European Committee (IDEC). She has attended seminars and presented literacy workshops throughout the UK and Europe. Pam is now involved in the teaching of handwriting through providing in-service training for schools and working with individual children. She works on the INSET and publicity subcommittees. Amanda McLeod BA (Hons) PGCE SpLD AMBDA Amanda McLeod earned her PGCE at Froebel College and worked as an Early Years/KS1 teacher in both independent & maintained schools. She gained her Specialist Teacher status with Dyslexia Action, University of York, and founded The McLeod Centre for Learning, in Central London, in 2008. The Centre was awarded CReSTeD status in 2014 in recognition of its teaching of pupils with specific learning difficulties. Amanda lectures in the UK & internationally on touch-typing, handwriting, literacy, study skills and learning difficulties. She sits on the Advisory Board of The Independent School, West London. Amanda is lead author & consultant of the Scholastic Handwriting scheme (Reception to Yr. 6) and is currently developing a scheme with Usborne Publishing. Amanda joined the NHA in 2009 and works on the INSET subcommittee as well a liaising with corporate members of NHA. Joanna Moore DipCOT HCPC Registered Joanna is a paediatric occupational therapist who has over 20 years experience specialising in paediatrics having worked in community paediatric services, paediatric brain injury rehabilitation, two specialist schools for pupils with specific language impairment and numerous mainstream and special schools. Over the last 10 years she has worked in independent practice assessing and treating children in both mainstream and special schools within the state and independent sectors. Joanna also provides specialist assessments and evidence for SEND tribunals. Her specific areas of interest lie with children who have developmental co-ordination disorders (including dyspraxia), handwriting difficulties, sensory processing disorders and autistic spectrum disorders. Joanna is a member of the NHA INSET subcommittee. Dr. Mellissa Prunty BSc MSc OT PhD HCPC Registered Mellissa is a paediatric occupational therapist and lecturer in occupational therapy at Brunel University in London. Her background prior to occupational therapy was in human movement science. She completed her PhD on handwriting difficulties in children with Developmental Coordination Disorder (DCD) at Oxford Brookes University under the guidance and supervision of Prof. Anna Barnett, Dr. Mandy Plumb and Dr. Kate Wilmut. She has worked in a variety of children’s services including independent practice since qualifying as an OT and specialises in working with children with coordination difficulties. Mellissa joined the NHA in 2010 and has been a committee

member since December 2013. She is joint vice-chair of NHA, editor of the journal, Handwriting Today, organizer of the West London Handwriting Interest Group and she contributes to INSET.

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COURSE CONTENT AND REFERENCES BY SESSION

DAY 1 Session 1: Introduction to Handwriting The day begins with an overview of handwriting and looks at the topics to be covered in the course. The rationale behind continuing to promote the teaching of handwriting is explored and the evidence of the role handwriting plays in a child’s development is reviewed. In addition, the complex nature of handwriting is examined looking at the component skills which are involved in producing competent writers. References Alstad Z, Sanders E, Abbott RD, Barnett AL, Henderson SE, Connelly V, Berninger VW (2015). Modes of Alphabet Letter Production during Middle Childhood and Adolescence: Interrelationships with Each Other and Other Writing Skills. J Writ Res. 6(3) 199-231. Beery, K. E. (2004). The Beery-Buktenica Developmental Test of Visual-motor Integration (Beery VMI). Minneapolis, MN: NCS Pearson. Berninger, V. W., Vaughan, K. B.; Abbott, R. D., Abbott, S. P., Rogan, L. W., Brooks, A., Reed, E., & Graham, S. (1997). Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition. Journal of Educational Psychology, 89(4), 652-666. Berninger, V. W., & Amtmann, D. (2003). Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems: Research into practice. Rolling Meadows, IL: Riverside Publishing. Berninger V, Abbott R, Cook CR, Nagy W (2016). Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence. J Learn Disabil. 2016 Jan 8. pii: 0022219415617167. Browne, A. (1999). Teaching writing at Key Stage 1 and Before. Cheltenham: Stanley Thornes. 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. Connelly, V., & Hurst, G. (2001). The influence of handwriting fluency on writing quality in later primary and early secondary education. Handwriting Today, 2, 5-57. De La Paz, S., & Graham, S. (1995). Dictation: Applications to writing for students with learning disabilities. In T. Scruggs & M. Mastropieri (Eds.), Advances in learning and behavioural disorders, vol. 9, (pp 217-247). Greenwich, CT: JAI Press.

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Dunford, C., Missiuna, C., Street, E., & Sibert, J. (2005). Children's perceptions of the impact of developmental coordination disorder on activities of daily living. The British Journal of Occupational Therapy, 68(5), 207-214. James, KH, Engelhardt L (2012). The effects of handwriting experience on functional brain development in pre-literate children. Trends Neuroscience Education. 1(1): 32–42. Graham, S., & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81(4), 710-744. Jones, D., & Christensen, C. A. (1999). Relationship between automaticity inhandwriting and students’ ability to generate written text. Journal of Educational Psychology, 91, 1-6. Kandel, S., & Valdois, S. (2005). The effect of orthographic regularity on children’s handwriting production. Current psychology letters. Behaviour, brain & cognition, (17, Vol. 3, 2005). Kandel, S., & Spinelli, E. (2010). Processing complex graphemes in handwriting production. Memory & cognition, 38(6), 762-770. Klass, P, (2016). http://well.blogs.nytimes.com/2016/06/20/why-handwriting-is-still-essential-in-the-keyboard-age/?contentCollection=smarter-living&hp&action=click&pgtype=Homepage&clickSource=story-heading&module=second-column-region&region=top-news&WT.nav=top-news. McMaster, E. and Roberts, T. (2016). Handwriting in 2015: A main occupation for primary school–aged children in the classroom? Journal of Occupational Therapy, Schools, & Early Intervention Vol. 9, (.1)

Mandich, A., Miller, L. T., Polatajko, H. J., & Missiuna, C. (2003). A cognitive perspective on handwriting: Cognitive orientation to daily occupational performance (CO-OP). Handwriting Review, 2, 41-47. Miller, L. T., Missiuna, C. A., Macnab, J. J., Malloy-Miller, T., & Polatajko, H. J. (2001). Clinical description of children with Developmental Coordination Disorder. In Handwriting Today, 1(1), 27-28. Prunty, M. M., Barnett, A. L., Wilmut, K., & Plumb, M. S. (2014). An examination of writing pauses in the handwriting of children with Developmental Coordination Disorder. Research in developmental disabilities, 35(11), 2894-2905. Rosenblum, S., Weiss, P., & Parush, S. (2004). Handwriting evaluation for developmental dysgraphia: Process versus product. Reading & Writing: An Interdisciplinary Journal, 17, 433-458. Santangelo, T., & Graham, S. (2015). A comprehensive meta-analysis of handwriting

instruction. Educational Psychology Review, 1-41.

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Webb, A. (2012). The relationship between handwriting and written composition in

children with a Developmental Coordination Disorder. PhD Thesis. University College

London Institute of Education.

Sumner, E., Connelly, V., & Barnett, A. L. (2013). Children with dyslexia are slow

writers because they pause more often and not because they are slow at handwriting

execution. Reading and writing, 26(6), 991-1008.

Session 2: Rules and Conventions of Handwriting: The ‘S Factors’ Handwriting is a highly complex, taught skill. An effective curriculum includes a clear understanding of the basic ‘Rules’ that underpin successful handwriting - referred to here as the S Factors: Shape, Space, Size, Sitting on the line, Stringing together, Slant, Speed and Style. As well as informing the teaching of handwriting in the National Curriculum, the ‘S’ Factors provide a checklist for assessment by students or teachers and guidance for any subsequent remediation. The session will develop an understanding of each factor and effective teaching strategies. References Graham, S., Berninger, V.,Weintraub N., & Shafer, W. (1998). Development of handwriting speed and legibility in grades 1-9.Journal of Educational Research, 92, 42-52. National Curriculum for English (2014) https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmes-of-study National Handwriting Association : Tips for Teachers: the S Rules for quick Assessment http://www.nha-handwriting.org.uk/ Penpals for Handwriting http://education.cambridge.org/uk/subject/english/primary-literacy/penpals-for-handwriting-second-edition Sassoon, R. (2003). Handwriting – the way to teach it. ISBN-13: 978-0761943112 Sage Publications Ltd. Free digital copy of Edition 1 https://booksvault.files.wordpress.com/2016/01/handwriting-the-way-to-teach-it.pdf The National Literacy Strategy. Developing Early Writing. Section 3: Developing Handwriting. http://www.sassoonfont.co.uk/fonts/sas/pri_lit_dev_wrtng_005501.pdf

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Session 3: Handwriting in the Early Years Foundation Stage National Curriculum This session will explore the development of handwriting skills in the Early Years Foundation Stage (0-5) and the supporting documentation. It will examine the statutory assessments of handwriting skills in the EYFS. References EYFS Statutory Framework http://www.foundationyears.org.uk/eyfs-statutory-framework/ Development Matters https://www.foundationyears.org.uk/wp-content/uploads/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf Early Years Outcomes http://www.foundationyears.org.uk/wp-content/uploads/2012/03/Early_Years_Outcomes.pdf Gateway to Writing – Developing Handwriting https://www.foundationyears.org.uk/2011/10/gateway-to-writing-developing-handwriting/ Alistair Bryce-Clegg Article on Continuous Cursive https://abcdoes.com/?s=continuous+cursive Assessment and Reporting Arrangements 2018 https://www.gov.uk/government/publications/2018-early-years-foundation-stage-assessment-and-reporting-arrangements-ara

Session 4: Handwriting in the National Curriculum This session will explore the development of handwriting skills in the National Curriculum (2014) and the supporting documentation. It will examine the statutory assessments of handwriting skills in the statutory assessments at the end of Key Stages 1 and 2. References

National curriculum in England: English programmes of study https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmes-of-study Teacher assessment frameworks at the end of key stage 1 https://www.gov.uk/government/publications/teacher-assessment-frameworks-at-the-end-of-key-stage-1 Teacher assessment frameworks at the end of key stage 1 https://www.gov.uk/government/publications/teacher-assessment-frameworks-at-the-end-of-key-stage-2

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DAY 2 Session 1: Motor skill learning This day looks as how biological and environmental factors interact to influence motor development and how rules for teaching and learning all motor skills apply to handwriting. Students will devise their own model for learning a motor skill through practical application of theory, and the role of modeling and practice with regard to handwriting will be considered. Reference Schmidt, R.A., Lee,T.D. (2005). Motor Control and Learning. A behavioural emphasis. 4th Edition. Champaign, IL: Human Kinetics. (See Part 3 ‘Motor Learning’)

Session 2: Visual perception The role which visual perception plays in learning how to handwrite is often overlooked yet we know that the majority of children with poor motor coordination who struggle to handwrite also experience perceptual impairments. This session defines ‘visual perception’ with particular reference to skills needed for learning letterforms and the component skills on which handwriting most depends will be identified. Students will have an opportunity to put themselves in children’s shoes by having to interpret images which may be challenging and will learn ways of ameliorating the letter learning task. There will also be discussion on how visual perception is commonly measured and the reliability of these tests will be discussed with reference to research evidence into their effectiveness. Reference Chu, S. (2000). The effects of visual perceptual dysfunctions on the development and performance of handwriting skills. Handwriting Today, 2000, vol.2. Handwriting Interest Group

Session 3: Sensory motor development for handwriting Handwriting is a complex, learnt task essential for accessing the national curriculum and requires motor skills and sensory regulation. Each pupil needs to develop the skills and regulation needed for accurate, efficient handwriting to fulfil their potential at school and develop their self-esteem. This seminar presents the skills required for legible, efficient handwriting and will focus on how professionals and parents/carers can help pupils that are struggling with handwriting. Session 4: Tools and aids for handwriting Practical methods will be demonstrated to address specific handwriting difficulties found in the classroom. These strategies have been developed over many years of clinical experience helping children manage common difficulties such as slow speed, illegibility, discomfort and motivation.

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DAY 3 Session 1: The nature of handwriting difficulties Children may find handwriting difficult to master for a number of reasons. No single difficulty is typical and for this reason it is necessary to question using a blanket approach to helping those who struggle. This first session of the day explores the numerous ways in which children’s difficulties may be expressed, referring to case-study evidence from recent research. It also examines the way handwriting performance may vary with variable task demand. References American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM 5. American Psychiatric Publishing, Inc. Berninger, V. W. (2004). Understanding the Graphia in Developmental Dysgraphia: A Developmental Neuropsychological Perspective for Disorders in Producing Written Language. In D. Dewey & D. E. Tupper (Eds.), Developmental motor disorder: A neuropsychological perspective. New York: Guildford.

Connelly, V. and Hurst, G. (2001). The influence of handwriting fluency on writing quality in later primary and early secondary education. Handwriting Today 2: 50-57. Graham, S., Berninger, V. Abbott, R et al, (1997). Role of mechanics in composing of elementary school students: a new methodological approach. Journal of Educational Psychology 89: 170-82. O’Hare, A. (1999). Dysgraphia and dyscalculia. In K. Whitmore. H. Hart and G. Willems (Eds.). A neurodevelopmental approach to specific learning disorders. Cambridge University Press. Webb. A., Henderson, S. E., & Stuart, M. (2012). The impact of variable workload on handwriting behaviour: an exploration of the effects of changes in motor and orthographic demand on the handwriting of boys with and without DCD. PhD thesis.

Session 2: Handwriting difficulties in specific populations Children with developmental disorders are known to be particularly prone to handwriting difficulties. However, the aetiologies and the nature of the difficulties may vary. In this session some key research into the problems associated with specific groups of children will be examined with a view to better understanding how children who meet the criteria for the different disorders may struggle. It is also hoped that indicators into how best to support them will emerge. References Barnett, A.L. and Henderson, S.E. (2005). In Children with Developmental Coordination Disorders (Eds) D. Sugden and M. Chambers. Whurr, London.

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Berninger V, Abbott R, Cook CR, Nagy W (2016). Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence. J Learn Disabil. 8. pii: 0022219415617167. Dockrell, J.E., Lindsay, G. and Connelly, V. (2009). The impact of Specific Language Impairment on adolescents written text. Exceptional Children, Vol. 75, 4. Flapper, B. C., Houwen, S., & Schoemaker, M. M. (2006). Fine motor skills and effects of methylphenidate in children with attention-deficit–hyperactivity disorder and developmental coordination disorder. Developmental Medicine & Child Neurology, 48(03), 165-169.

Huau, A., Velay, J.-L., and Jover, M. (2015). Graphomotor skills in children with

developmental coordination disorder (DCD): Handwriting and learning a new letter.

Human Movement Science, 42, 318-332.

Kandel, S., & Valdois, S. (2005). The effect of orthographic regularity on children’s handwriting production. Current psychology letters. Behaviour, brain & cognition, (17, Vol. 3, 2005). Prunty, M., Barnett, A., Wilmut, K., Plumb, M. (2014). An examination of writing pauses in the handwriting of children with Developmental Coordination Disorder. Research in Developmental Disabilities 35 (2014) 2894–2905. Prunty, M. & Barnett, A. (2015). An Examination of Handwriting Style Preferences in Children with Developmental Coordination Disorder. Handwriting Today, 14.

Rosenblum. S., Simhon, H.A.B., & Gal, E. (2015). Unique handwriting performance characteristics of children with high functioning autism spectrum disorder. Research in Autism Spectcrum Disorders, 23, 235-244. Sumner, E., Connelly, V., & Barnett, A. L. (2013). Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting execution. Reading and Writing, 26(6), 991-1008. Velay, J-L., Henin, F., Moulin, C., Thomas, T., Devos-Charles, I., & Habib, M. (2010). Handwriting variability in children writing letters: a study of dyslexics, dysgraphics and proficient handwriters. Handwriting Today, 9, 3-8.

Session 3: Writing left-handed.

This session will consist of a discussion about the extent to which left-handers are performing a more difficult task when they are writing than their right-handed peers. Practical steps that can be taken to assist them will also be considered.

References and Background Reading

Dornan, G. (2007). Writing left-handed...write in, not left out. National Handwriting Association.

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McManus, C. (2004). Right-Hand, Left-Hand.

Milsom, L. (2008). Your Left-Handed Child. Hamlyn.

Session 4: Developing a Handwriting Policy

An informed and agreed Handwriting policy is essential to ensure effective teaching throughout the school. It provides clear guidelines for developing this highly complex skill and ensures consistency and continuity in teaching across the school. This session will explore the components of a handwriting policy and how important choices should be underpinned by staff training. A draft school policy will be examined. References ‘Tips for Teaching’ series Developing a Handwriting Policy National Handwriting Association http://www.nha-handwriting.org.uk/

Sassoon, R. Handwriting – the way to teach it. ISBN 0-7619-4311-0 Free digital copy on https://booksvault.files.wordpress.com/2016/01/handwriting-the-way-to-teach-it.pdf

DAY 4 Session 1: Principles of assessment The focus of this opening session will be issues surrounding accurate assessment of handwriting and the critical factors to be considered. Different approaches to evaluating children’s handwriting skill and ways of identifying possible barriers to writing will be examined. Standardised assessment tools which measure handwriting speed and legibility will also be discussed and evaluated. References Amundson, S.J. (1995). Evaluation Tool of Children’s Handwriting (ETCH). Homer, A.K: OT Kids. Barnett,A.L. and Henderson, S.E. (2005). In Children with Developmental Coordination Disorders (Eds) D. Sugden and M. Chambers. Whurr, London. Barnett, A. L., Henderson, S. E., Scheib, B. and Schulz, C. (2007). The Detailed Assessment of Speed of Handwriting (DASH). Harcourt Assessment. Beery, K. E., & Buktenica, N. A. (1989). The VMI developmental test of visual-motor integration. Cleveland, OH: Modern Curriculum Press. Graham, S., Berninger, V. Abbott, R et al, (1997). Role of mechanics in composing of elementary school students: a new methodological approach. Journal of Educational Psychology 89: 170-82.

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O’Hare, A. (1999). Dysgraphia and dyscalculia. In K. Whitmore. H. Hart and G. Willems (Eds.). A neurodevelopmental approach to specific learning disorders. Cambridge University Press. Pfeiffer, B., Moskowitz, B., Paoletti, A., Brusilovskiy, E., Zylstra, S. E., & Murray, T.

(2015). Developmental test of visual-motor integration (VMI): An effective outcome

measure for handwriting interventions for kindergarten, first-grade, and second-grade

students? The American Journal of Occupational Therapy, 69, 1-7.

Rosenblum, Weiss & Parush (2003) Product and Process Evaluation of Handwriting Difficulties. Educational Psychology Review, 15 (1), 41-81. Rosenblum,S., Weiss,P. and Parush,S. (2004). Handwriting evaluation for developmental dysgraphia: Process versus product. Reading and Writing: An Interdisciplinary Journal 17: 433-458. Taylor, J. (1990). Handwriting: A teacher’s guide. Fulton, London.

Session 2: Principles of intervention Having established that handwriting difficulties may vary and that those specific to an individual need targeted intervention, this session addresses the principles behind planning an intervention programme. Comparisons are made between established approaches which can be described as either ‘task’ or ‘process’ orientated and suggests possible combined approaches. What research has shown about the effectiveness of different types of intervention for different age groups is examined and some commonly used practices are challenged. References Berninger, V., Vaughn, K., Abbott, R., Abbott, S., Rogan, L., Brooks, A., Reed, E., & Graham, S. (1997). Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition. Journal of Educational Psychology, 89, 652-666. Banks, R., Rodger, S., & Polatajko, H. (2008). Mastering handwriting: How children with DCD succeed with CO-OP. Occupational Therapy Journal of Research: Occupation, Participation and Health, 28 (3), 100-109.

Graham S. (1983a). The effects of self-instructional procedures on LD students' handwriting performance. Learning Disability Quarterly, 6, 231–234. Graham, S., Harris, K. R., & Fink, B. (2000). Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers, Journal of Educational Psychology, 92, 620-633. Jones, D., & Christensen, C. A. (1999). Relationship between automaticity in handwriting and students’ ability to generate written text. Journal of Educational Psychology, 91, 1-6.

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Jongmans, M. J., Linthorst-Bakker, E., Westerberg, Y., & Smits- Engelsman, B. C. M. (2003). Use of a task-oriented self- instruction method to support children in primary school with poor handwriting quality and speed. Human Movement Science, 22, 549–566. Meichenbaum, D. (1977). Cognitive-behavior modification. New York: Plenum Press. Sugden,D. and Chambers,M. (2005). Models of intervention: towards an eco-developmental approach. In D. Sugden and M. Chambers (Eds.) Children with Developmental Coordination Disorder. Whurr. London. Sugden,D. and Chambers,M. (2005). Models of intervention: towards an eco-developmental approach. In D. Sugden and M. Chambers (Eds.) Children with Developmental Coordination Disorder. Whurr. London. Woodward, S. & Swinth, Y. (2002). Multisensory approach to handwriting remediation: Perceptions of school-based occupational therapists. American Journal of Occupational Therapy, 56. Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance. In B. J. Zimmerman and D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1-12). New York: Routledge. Zwicker, J. (2005). Effectiveness of occupational therapy in remediating handwriting difficulties in primary students: cognitive versus multisensory interventions. (MA thesis) University of Victoria, Canada.

Session 3: ‘Pegs to Paper’: a perceptual-motor approach for the younger child Having established that a combined ‘task’ and ‘process’ orientated approach has most impact in effecting change, an approach with combines motor, perceptual, language and cognitive skills is demonstrated. This particular intervention using a vital combination of loci has been found to appeal to children with more severe handwriting difficulties and the reasons for this are explored in this session. Reference Wilson, M. (2002). Six views of embodied cognition. Psychonomic bulletin & review, 9(4), 625-636.

Session 4: From assessment to intervention: a case study A common issue with handwriting tutors is how to plan an intervention from the data collected via standard assessments. This session looks at how to construct the most effective intervention programme using evidence from a pair of case studies of pupils in Year 7 as illustration. Reference Barnett, A., Henderson, S. E, Scheib, B., & Schulz, C. (2007). Detailed Assessment of Speed of Handwriting. UK: Pearson Education.

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DAY 5

Session 1: Helping the older student Handwriting difficulties are not confined to the younger child and if problems are not addressed in the primary school, they may spill over into secondary school, where they may significantly hinder progress. In this session we offer strategies for ensuring effective handwriting skill in the classroom and supporting adolescents who may continue to struggle. References Berninger, V. W., & Amtmann, D. (2003). Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems: Research into practice. Rolling Meadows, IL: Riverside Publishing. 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. Connelly, V., & Hurst, G. (2001). The influence of handwriting fluency on writing quality in later primary and early secondary education. Handwriting Today, 2. Webb, A (2012). The relationship between handwriting and written composition in children with a Developmental Coordination Disorder. PhD Thesis.

Session 2. Exam Concessions for students with Handwriting Difficulties Handwriting difficulties affect the academic progress of students in school and beyond, particularly at exam time. Many of these will be eligible for test-accommodations, also known as access arrangements. The decision-making process for providing these accommodations is not always based on sound evidence. Consequently, the accommodations do not always assist the students in overcoming their difficulties or may assist them in overcoming one difficulty while creating a problem in another aspect. In this session we will discuss how access arrangements are decided, and examine whether all concessions commonly awarded are equally helpful to all students.

References Access Arrangements, Reasonable Adjustments and Special - JCQ www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration https://www.gov.uk/guidance/key-stage-2-tests-how-to-use-access-arrangements Equality Act 2010 Ofiesh, N. S., Hughes, C., & Scott, S. S. (2004). Extended test time and post-secondary students with learning disabilities: A model for decision making. Learning Disabilities Research & Practice, 19, 57-70.

Sireci, S. G., Scarpati, S. E., & Li, S. (2005). Test accommodations for students with

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disabilities: An analysis of the interaction hypothesis. Review of Educational Research, 75, 457–490.

Weintraub,N and Rosenberg, T . (2015) Decision-making Process for Selecting Accommodations for Higher Education Students with Dysgraphia. Handwriting Today 14, 9-15 Weis, R., Dean, E. L., & Osborne, K. J. (2014). Accommodation decision making for postsecondary students with learning disabilities individually tailored or one size fits all? Journal of Learning Disabilities 1-15, doi:10.1177/0022219414559648

DAY 6 Session 1: Keyboarding The day begins with a look at the current research relating to hand-versus keyboard transcription. The rationale behind continuing to promote handwriting in an increasingly computer-dominated world is explored. The rest of the day examines the ‘what’s, ‘why’s, ‘when’s and ‘how’s of using a keyboard. It looks more specifically at what is touch-typing, why learn to touch-type, when to learn it and how to learn it. It also addresses the practicalities of keyboarding within the school environment. The afternoon is dedicated to learning how to teach a pupil to touch-type and exploration of various touch-typing software programmes. References Alamargot et al (2016). New handwriting technologies: how the tablet screen surface

affects students’ grapho-motor execution. Handwriting Today, Vol. 15.

Connelly, V., Gee, D. and Walsh, E. (2007). A comparison of keyboarded and handwritten composition and the relationship with transcription speed. Journal of Educational Psychology, 77. Freeman, A.R., MacKinnon, J.R., and Miller, T. (2005). Keyboarding for students with handwriting problems: A literature review. Physical and Occupational Therapy in Pediatrics, 25(1/2): 119-147. Horbury, H. & McLeod, A. (2015). Keyboarding versus handwriting, methods of typing and logistics. Handwriting Today. The National Handwriting Association. Kiefer et al (2016). Pen - or keyboard? The influence of the writing tool on reading

and writing performance in preschool children. Handwriting Today, Vol 15.

McKeown. How to Help your Dyslexic and Dsypraxic Child. www.abilitynet.org.uk. McLeod, A. (2015). Keyboarding. Tips For Teaching. The National Handwriting Associaton. www.nha-handwriting.org.uk. Preminger, F., Weiss, P.L., and Weintraub, N. (2004). Predicting occupational performance: handwriting versus keyboarding. The American Journal of Occuapational Therapy, 58,2.

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Rogers, J. & Case-Smith, J. (2002). Relationship between handwriting and keyboard performance of sixth-grade students. American Journal of Occupational Therapy, 56. Townend and Turner. Dyslexia in Practice. Kluwer, isbn: 0 306 46252 4. TTRS, www.readandspell.com. Weintraub, N., Gilmour-Grill, N., and Weiss, P.L. ( 2010). Relationship between handwriting and keyboarding performance among fast and slow adult keyboarders. American Journal of Occupational Therapy. Weintraub, N. & Rosenberg, T. (2015). Decision-Making Process for Selecting

Accommodations for Higher-Education Students with Dysgraphia. Handwriting

Today, Vol. 14.