(Mount Saint Vincent University, 2015-09) Alexander, Marc; Harkins, Mary Jane
Handwriting is a necessary skill that also contributes to other learning. Information about how to
structure a handwriting curriculum is available in the research literature, but handwriting often
receives less formal instruction time than math and reading. This could be because of how
handwriting instruction is framed in provincial curricula. English Language Arts curriculum
documents for grades primary, one, and two in the province of Nova Scotia were reviewed in the
context of evidence-based recommendations about teaching handwriting. The curriculum
documents focused on the development of written composition skills rather than beginning
handwriting skills. Implications for future curriculum documents, teacher training, and for school
psychologists’ assessment of students’ handwriting are discussed.