The Routledge International Handbook of Visual-motor skills, Handwriting, and Spelling explores the potentially controversial field of early literacy education. It aims to offer scholars and practitioners an analysis of how and why handwriting skills benefit early literacy learning, especially spelling acquisition, and how this can enrich experiences for children and educators.
Offering global perspectives from the field, the volume integrates current theories with up-to-date research and practice, revealing how we can best support children’s early literacy learning with handwriting and visual-motor skills interventions. Key topics covered include: The fundamentals of handwriting skills and literacy acquisition; Global literacy and spelling; Dysgraphia, handwriting difficulties, and dyslexia; Spelling and writing in the digital age; Home learning environment and spelling; Instruction and interventions for spelling and writing.
This comprehensive survey will be essential reading for scholars and students of developmental psychology, education, and literacy research.
Introduction: Handbook of Visual-motor skills, Handwriting, and Spelling: Theory, Research, and Practice Yanyan Ye, Tomohiro Inoue, Urs Maurer, and Catherine McBride Section I: The fundamentals of handwriting skills and literacy acquisition Chapter 1: Visual-Motor Skill and General Cognitive Ability Sebastian Paul Suggate Chapter 2: Chinese character handwriting: Lexical effects, individual differences, character amnesia, and developmental dysgraphia Zebo Xu and Zhenguang G. Cai Chapter 3: Visual motor integration and writing development: A systematic review of empirical research in Chinese Rui Dong and Li Yin\ Chapter 4: It’s About the Process, Not Perfection: What Spelling Fluency Tells Us About Spelling Emily Côté, Helen L. Breadmore, and S. Hélène Deacon Chapter 5: Handwriting and Motor Skill Learning Rafat Ghanamah, Mona S. Julius, and Esther Adi-Japha Chapter 6: Conceptualizing and operationalizing Chinese early writing skills: Integrate cognitive and sociocultural perspectives Chenyi Zhang, Xiao Zhang, Gary E. Bingham Section II: Cognitive and neural mechanisms of handwriting skills and literacy acquisition Chapter 7: The contribution of handwriting to letter processing in early reading development: evidence from behavioral and neuroimaging research Sophia Vinci-Booher and Karin H. James Chapter 8: How handwriting shapes literacy acquisition and general cognition: Phenomena and cognitive mechanisms Markus Kiefer and Manfred Spitzer Chapter 9: Does orthographic working memory matter in Chinese spelling? Jianhong Mo Chapter 10: Intrinsic and Extrinsic Factors of Handwriting and Their Impacts on Reading: A View from Embodied Cognition Zhengye Xu and Duo Liu Section III: Theories and methods in spelling development Chapter 11: Three Facets of Spelling Jayde E. Homer, Molly Farry-Thorn, and Rebecca Treiman Chapter 12: Understanding Types of Chinese Writing-to-Dictation Errors Bing Han, Trelani F. Milburn, Poh Wee Koh, and R. Malatesha Joshi Chapter 13: Credibly Assessing Writing Transcription Skills: Application of Generalizability Theory Steve Graham, Alan Huebner, and Gustaf B. Skar, Chapter 14: The Role of Children’s Learning about Print in the Development of Reading and Spelling Skills Savannah Heintzman, S. Hélène Deacon, and Nicole J. Conrad Chapter 15: Invented Spelling: Perspectives on Assessment and Intervention Yi Ding and Yangqian Shen Chapter 16: The Role Played by Spelling in Reading Acquisition and Instruction: Starring, Supporting, or Just a Bit Part? Gene Ouellette Chapter 17: Conceptual Understanding, Assessment, and Instruction for Word Spelling in English, a Morphophonemic Orthography Virginia Wise Berninger Chapter 18: Creating a Team Approach to Handwriting Instruction: How Collaboration Between the School-Based Occupational Therapist and Primary Teacher Can Facilitate Literacy Development Kathleen S. Wright and Carol H. Armann Section IV: Global literacy and spelling Chapter 19: Spelling in Some Alphabetic Languages Alida Hudson, Karol A. Moore, Juan Quinonez-Beltran, Jialin Lai, and R. M. Joshi Chapter 20: Spelling Arabic: When does Orthographic Knowledge End and Language Knowledge Start? Elinor Saiegh-Haddad,Ola Ghawi-Dakwar, Lina Haj, Ranya Farraj-Bsharat, and Lior Laks Chapter 21: Early invented spelling predicts later word-reading ability beyond early phoneme awareness and word-reading ability: Evidence from Brazilian Portuguese Cláudia Cardoso-Martins, Tatiana Pollo, Alana Helena Paulino dos Santos, and Carolyn B. Mervis Chapter 22: Spelling and Writing Development in Thai Heather Winskel Chapter 23: Immediate and Delayed Copying of Familiar and Unfamiliar Scripts in Spelling among Korean Kindergartners Jeung-Ryeul Cho Chapter 24: Emergent biliteracy: Spelling development across writing systems and scripts Beth Ann O’Brien and Malikka Begum Habib Mohamed Section V: Home learning environment and spelling Chapter 25: Parents’ beliefs regarding their children's early literacy surrounding a writing interaction and their relations to children's early literacy skills Dorit Aram and Deborah Bergman Deitcher Chapter 26: Children’s early spelling development in the context of the home literacy environment Frank Niklas, Astrid Wirth, Anna Mues, and Efsun Birtwistle Section VI: Dysgraphia, Handwriting difficulties, and Dyslexia Chapter 27: Handwriting Difficulties in Developmental Dyslexia Marie Van Reybroeck and Claire Gosse Chapter 28: Taking the mask off dysgraphia Cheri Dotterer Chapter 29: Handwriting Analytics Burget, L., Wang C., Asselborn, T., Tozadore, D., Johal, W., Gargot, T., Sandygulova, A., Kidzinski, L., D, Cohen, D., and Dillenbourg, P. Section VII: Spelling and writing in the digital age Chapter 30: Chinese spelling – evidence from pen tablets Dustin Kai-Yan Lau Chapter 31: Digital communication, texting, and literacy acquisition Nenagh Kemp
Yanyan Ye, Assistant Professor, School of Applied Psychology, Beijing Normal University at Zhuhai. Tomohiro Inoue, Assistant Professor, Department of Psychology, The Chinese University of Hong Kong. Urs Maurer, Associate Professor, Department of Psychology, The Chinese University of Hong Kong. Catherine McBride, Professor, Department of Human Development and Family Science, Purdue University.
