Location
Morgan
Session Format
Presentation
Abstract
Should we teach handwriting during elementary school? This complex activity is
debated and left out of some elementary school curriculums. Babarro & Perez
Lopez (2022) provide evidence explaining handwriting should be taught in
elementary school using a meta-analysis and meta-synthesis of research from
2000 to 2020. The authors selected 31 studies including 2,030 students in grades
kindergarten through 6. When compared to no instruction different handwriting
interventions yielded a 0.64 effect size. Strategies used to improve handwriting
fluency provided a 0.49 effect size. Hemphill (2003) supplied quantitatively based
guidelines from two meta-analyses to explain an effect size of .30 and above to be
large. Graham & Herbert (2011), show evidence in a meta-analysis detailing how
writing facilitates reading with several effect sizes in excess of 1.0. While digital
tools are used in elementary school paper and pen (or pencil) are still commonly
used and also in everyday life activities outside school. (Santangelo & Graham,
2016). The significance of these findings and implications for future elementary
school instruction and research will be discussed.
Keywords
handwriting, reading and writing connections
Professional Bio
Regular and Special Education Teacher - 1968-1991 Faculty Member Armstrong State University/Georgia Southern University 1991-Present (Professor) Elementary and Special Education Chair, Armstrong State University/Georgia Southern University 2008-2019
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Hobe, John, "Should We Teach Handwriting in Elementary School? A Meta-Analysis" (2024). Georgia Educational Research Association Conference. 16.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/16
Should We Teach Handwriting in Elementary School? A Meta-Analysis
Morgan
Should we teach handwriting during elementary school? This complex activity is
debated and left out of some elementary school curriculums. Babarro & Perez
Lopez (2022) provide evidence explaining handwriting should be taught in
elementary school using a meta-analysis and meta-synthesis of research from
2000 to 2020. The authors selected 31 studies including 2,030 students in grades
kindergarten through 6. When compared to no instruction different handwriting
interventions yielded a 0.64 effect size. Strategies used to improve handwriting
fluency provided a 0.49 effect size. Hemphill (2003) supplied quantitatively based
guidelines from two meta-analyses to explain an effect size of .30 and above to be
large. Graham & Herbert (2011), show evidence in a meta-analysis detailing how
writing facilitates reading with several effect sizes in excess of 1.0. While digital
tools are used in elementary school paper and pen (or pencil) are still commonly
used and also in everyday life activities outside school. (Santangelo & Graham,
2016). The significance of these findings and implications for future elementary
school instruction and research will be discussed.
