Teaching handwriting: A comparison of recommendations from research and the Nova Scotia Curriculum
| dc.contributor.advisor | Harkins, Mary Jane | |
| dc.contributor.author | Alexander, Marc | |
| dc.date.accessioned | 2015-10-08T15:03:06Z | |
| dc.date.available | 2015-10-08T15:03:06Z | |
| dc.date.issued | 2015-09 | |
| dc.description.abstract | 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. | en_US |
| dc.format.availability | Full-text | en_US |
| dc.identifier.uri | https://hdl.handle.net/10587/1667 | |
| dc.language.iso | en | en_US |
| dc.publisher | Mount Saint Vincent University | en_US |
| dc.subject | Handwriting | en_US |
| dc.subject | Curriculum - Nova Scotia | en_US |
| dc.title | Teaching handwriting: A comparison of recommendations from research and the Nova Scotia Curriculum | en_US |