1st Edition

Routledge International Handbook of Visual-motor skills, Handwriting, and Spelling Theory, Research, and Practice

    484 Pages 37 B/W Illustrations
    by Routledge

    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.