How Do Spelling, Handwriting Speed, and Handwriting Quality Develop During Primary School? Cross-Classified Growth Curve Analysis of Children's Writing Development.
Gosse, Claire; Parmentier, Michaël; Van Reybroeck, Marie
[en] Aim: Longitudinal studies are rare in the field of writing research, and little is known about the concurrent development of the two transcription skills: spelling and handwriting. This study was designed to provide a comprehensive picture of the development and the longitudinal relations between spelling, handwriting speed, and handwriting quality at the word level. Method: Over a period of 3 years (coh1: Grades 2-4; coh2: Grades 3-5), 117 French-speaking children were assessed on a single-word dictation task. At each testing time, measures of spelling accuracy, handwriting speed, and handwriting quality were collected on 40 words. Words varied in both orthographic and graphic complexity, making it possible to investigate the influence of these levels of complexity on transcription abilities. Results: Linear growth analyses using cross-classified Bayesian structural equation modeling (CC-BSEM) revealed that spelling and speed continued to improve until Grade 5, while handwriting quality reached an early plateau in Grade 2. In the younger cohort, graphic complexity had a significant influence on the pace of development of handwriting speed and on spelling and handwriting quality performance in Grade 2. In the older cohort, a positive relation between spelling and speed and a negative relation between handwriting speed and handwriting quality were found, indicating that fast handwriting is associated with high spelling ability and that fast handwriting is detrimental to handwriting quality. By providing a better understanding of writing development, this study yields innovative findings not only regarding the development of transcription skills but also regarding how spelling, handwriting speed, and handwriting quality can influence each other's performance throughout primary school.
Research Center/Unit :
HEC Recherche. Changing workplace and strategic HRM - ULiège LENTIC - Laboratoire d'Études sur les Nouvelles Formes de Travail, l'Innovation et le Changement - ULiège
Disciplines :
Theoretical & cognitive psychology
Author, co-author :
Gosse, Claire; Psychological Sciences Research Institute (IPSY), Catholic University of Louvain, Louvain-la-Neuve, Belgium
Parmentier, Michaël ; Université de Liège - ULiège > HEC Liège Research > HEC Liège Research: Changing workplace and strategic HRM ; Psychological Sciences Research Institute (IPSY), Catholic University of Louvain, Louvain-la-Neuve, Belgium
Van Reybroeck, Marie; Psychological Sciences Research Institute (IPSY), Catholic University of Louvain, Louvain-la-Neuve, Belgium
Language :
English
Title :
How Do Spelling, Handwriting Speed, and Handwriting Quality Develop During Primary School? Cross-Classified Growth Curve Analysis of Children's Writing Development.
This study benefitted from financial support from Fondation Louvain (Belgium) and Fonds de la Recherche Scientifique— FNRS (Belgium; Grant 1.A.690.18F).We would like to offer special thanks to our collaborators from the ICTM, S. Carbonnelle and Prof. C. De Vleeschouwer, for data collection and analysis. We thank Mika?l De Clercq and Elizabeth Olivier for their advice on statistical analysis, and Elise Blampain and Margot De Rom for their comments on the manuscript. We are grateful to the children and their parents, the directors and the teachers who took part in the study. Funding. This study benefitted from financial support from Fondation Louvain (Belgium) and Fonds de la Recherche Scientifique?FNRS (Belgium; Grant 1.A.690.18F).
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