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Handwriting without Tears

Handwriting without Tears


Category: Handwriting

Grade Level: pre-K to 4


1. What is the purpose of Handwriting without Tears?

Handwriting without Tears was designed to foster the development of handwriting in young children, so that they can write clearly and confidently. It is aimed at developing both good penmanship and an ability to express oneself well using written language. To meet these goals it employs many multi-sensory techniques.


2. With whom can it be used?

Handwriting without Tears is meant to be effective for children of all abilities, including special needs children and children for whom English is a second language. The teaching method is multi-sensory and thus caters to learners who may have visual, auditory, sensory motor or cognitive difficulties or strengths. It is designed for beginning writers and can be used with children in kindergarten through to grade 4.


3. What is the format of Handwriting without Tears?

Learning in Handwriting without Tears follows developmentally-based learning steps.

The first stage is called Readiness and is designed for Pre-K and K children. It includes very tactile, sensory-oriented props and activities designed to increase knowledge of and familiarity with letters and numbers. It includes, for example a musical CD, large floor mat, wooden letter pieces, letter cards, slate chalk-boards, and dough for rolling into letters and numbers. These activities also






compliment young children’s gross and fine motor skill development.

The next stage involves learning how to print, and uses workbooks. It can be started in late kindergarten and progresses through grades 1 and 2. The workbooks include interesting illustrations, double lines to guide letter-sizing, and vertical (vs. slanted) letters. Some tactile facilitators such as wooden letter pieces continue to be used.

In grades 3 and 4, the workbooks target the development of cursive writing. The early focus is on lower-case, high-frequency letters, then eventually whole words, sentences and paragraphs. There are frequent opportunities for review and assessment.


4. In what types of settings should Handwriting without Tears be used?

Handwriting without Tears can be used effectively with a whole class, smaller groups, or even individually. They key is daily practice and frequent review. While the clear and concise lesson plans make Handwriting without Tears easily implemented in large, regular classrooms, it can also be used in special education classrooms, or at home under parental supervision and guidance.


5. To what extent has research shown Handwriting without Tears to be useful?

Researchers and experts support several components of the Handwriting without Tears approach; namely the use of vertical printing (vs. slanted letters), the use of double lines and even spacing, the explicit, systematic, direct instruction approach, the frequent review and assessment, and the multi-sensory teaching style (Clark-Wentz, 1997; Graham, 1993/4 and 1999; Swanson, 1999). These components are supposed to be beneficial to all children, but research also shows that students with learning disabilities may especially require very structured handwriting instruction, because without it their writing difficulties can affect all aspects of their school work (Baker et al, 2003). Weinfield et al (2001) reported that educators in an entire school district successfully integrated Handwriting without Tears into special education classes to aid students who have grapho-motor difficulties develop legibility. Thus, both the techniques employed by Handwriting without Tears and the success with learning disabled students have been supported by research.


References:

1. Baker, S., Gersten, R., & Graham, S. (2003) Teaching Expressive Writing to Students with Learning Disabilities: Research-Based Applications and Examples. Journal of Learning Disabilities, 36(2), pp. 109-123.

2. Clark-Wentz, J. (1997) Improving students’ handwriting. OT Practice, October, pp 29-33.

3. Graham, S. (1993/4) Are slanted manuscript alphabets superior to the traditional manuscript alphabet? Childhood Education, 71, pp 91-95.

4. Graham, S. (1999) Handwriting and Spelling Instruction for Students with Learning Disabilities: A Review. Learning Disabilities Quarterly, 22, pp. 78-98.

5. Olsen, J.Z. Handwriting without Tears: A Complete Handwriting Curriculum. Downloaded on October 19, 2004 from http://www.hwtears.com

6. Sheffield, B. (1996) Handwriting: a neglected cornerstone of literacy. Annals of Dyslexia, 46.

7. Swanson, H.L. (1999) Instructional Components that Predict Treatment Outcomes for Students with Learning Disabilities: Support for a Combined Strategy and Direct Instruction Model. Learning Disabilities Research and Practice, 14(3), pp. 129-140.

8. Weinfeld, R., Barnes-Robinson,L., Jeweler,S., & Shevitz, B. (2002) Academic programs for gifted and talented/learning disabled students. Roeper Review, 24(4), pp 226-234.


Website: http://www.hwtears.com


Reviewed by: Kate Herbert






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