Letren abiadura Lehen Hezkuntzan: euskarazko batezbestekoak ikasmailaren eta generoaren arabera

  1. Ibarra, Irune
  2. Etxague, Xabier
  3. Etxeberria, Juan
Revista:
Gogoa: Euskal Herriko Unibersitateko hizkuntza, ezagutza, komunikazio eta ekintzari buruzko aldizkaria

ISSN: 1577-9424

Año de publicación: 2017

Número: 16

Páginas: 3-23

Tipo: Artículo

DOI: 10.1387/GOGOA.17910 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Gogoa: Euskal Herriko Unibersitateko hizkuntza, ezagutza, komunikazio eta ekintzari buruzko aldizkaria

Resumen

To achieve effective communication through handwriting, the writing needs to be readable and fluid (Barnett, Henderson, Scheib & Schulz, 2009). For many years, it has been usual to evaluate the readability of handwriting and, lately, tests have been developed that evaluate fluency/speed of handwriting, among others, the HST test in Australia (Wallen, Bonney & Lennox, 1996), the PALII test in the United States (Berninger, 2007) and the DASH test in the United Kingdom (Barnett, Henderson, Scheib & Schulz, 2007). The measurement of the handwriting fluency is simple and its effects are important in schooling: there are many works that must be handwritten, it is necessary to take notes and children have to respond in a time frame. In addition, according to studies carried out from the neurodevelopmental view of writing, the handwriting fluency affects the quantity and quality of the generation of texts until the age of 16 (Berninger & Swanson, 1994; Berninger & Graham, 1998). On the other hand, it is known that the speed of letters increases course after course, at least until the secondary years; and as it has been proven at international level, there is a gender-gap at this point: boys’ results are significantly worse. In this article, first we will define the constructs of legibility and fluency/speed of handwriting. Afterwards, we will underline the importance of identifying the handwriting fluency and finally we will show the handwriting fluency results obtained in The Basque Autonomous Community (EAE), according to course and gender.

Referencias bibliográficas

  • Amundson, Susan & Marsha Weil (1996), «Prewriting and handwriting skills». In J. Case-Smith, A. Allen & P. Pratt (arg.), Occupational therapy for children. Third edition. Chicago: Mosby, 524-541 or.
  • Barnett, Anna, Sheila Henderson, Beverly Scheib & Joerg Schulz (2007), The Detailed Assessment of Speed of Handwriting. London: Harcourt Assessment.
  • Barnett, Anna, Sheila Henderson, Beverly Scheib & Joerg Schulz (2009), «Development and standardisation of a new handwriting speed test: The DASH». British Journal of Educational Psychology Monograph Series 2: 137-157.
  • Berninger, Virginia (2007), Process assessment of the learner. Diagnostic for reading and writing (PAL-II RW). Second edition. San Antonio, TX: The Psychological Corporation.
  • Berninger, Virginia & Frances Fuller (1992), «Gender differences in ortographic, verbal, and compositional fluency: Implications for diagnosis of writing disabilities in primary grade children». Journal of School Psychology 30: 363-382.
  • Berninger, Virginia & Steve Graham (1998), «Language by hand: A synthesis of a decade of research on handwriting». Handwriting Review 12: 11-25.
  • Berninger, Virginia, Donald Mizokawa & Russell Bragg (1991), «Theory-based diagnosis and remediation of writing disabilities». Journal of School Psychology 29: 57-97.
  • Berninger, Virginia & Lee Swanson (1994), «Modifying Hayes and Flower’s model of skilled writing to explain beginning and developing writing». In E. Butterfield (arg.) (2007. urtean berrargitaratua), Children’s writing: Toward a process theory of the development of skilled writing. Greenwich, CT: JAI Press, 57-81 or.
  • Berninger, Virginia & William Winn (2006), «Implications of advancements in brain research and technology for writing development, writing instruction, and educational evolution». In C. MacArthur, S. Graham & J. Fitzgerald (arg.), The handbook of writing research. New York: Guilford, 96-114 or.
  • Graham, Steve, Virginia Berninger, Naomi Weintraub & William Schafer (1998), «Development of handwriting speed and legibility». Journal of Educational Research 92: 42-51.
  • Haranburu, Mikel, Itziar Alonso-Arbiol, Nekane Balluerka & Arantxa Gorostiaga (2008), Hizkuntza idatziaren didaktika Haur Hezkuntzan eta Lehen Hezkuntzan. Bilbo: Udako Euskal Unibertsitatea.
  • Ibarra, Irune (2016), Esku-idazketa eta testu eleanitzen arteko loturak. Doktoretza-tesia, Euskal Herriko Unibertsitatea.
  • Joint Council for Qualifications JCQ (2015), «Access arrangements and reasonable adjustments 2015-2016». Sarean: http://www.jcq.org.uk/exams-office/accessarrangements-and-special-consideration
  • Jones, Dian (2004), Automaticity of the transcription process in the production of written text. Doktoretza-tesia, University of Queensland.
  • Judd, Debra, James Siders, Jane Siders & Kathleen Atkins (1986), «Sex-related differences on fine-motor tasks at grade one». Perceptual and Motor Skills 62: 307-312.
  • Kim, Young-Suk, Stephanie Al Otaiba, Jeanne Wanzek & Brandy Gatlin (2014), «Towards an understanding of dimensions, predictors, and gender gap in written composition». Journal of Educational Psychology 107: 79-95.
  • Levin, Tarynn Ann (2010), The effect of assistive devices on writing speed and legibility in grade two learning disabled children. Doktoretza-tesia. Johannesburg: University of the Witwatersrand.
  • Mackenzie, Noella, Janet Scull & Lynne Munsie (2013), «Analysing writing: The development of a tool for use in the early years of schooling». Issues in Educational Research 23: 375-393.
  • Medwell, Jane, Steve Strand & David Wray (2007), «The role of handwriting in composing for Y2 children». Journal of Reading, Writing and Literacy 2: 18-36.
  • Medwell, Jane, Steve Strand & David Wray (2009), «The links between handwriting and composing for Y6 children». Cambridge Journal of Education 39: 329-344.
  • Medwell, Jane & David Wray (2008), «Handwriting: a forgotten language skill? Language and Education 22: 34-47.
  • National Center for Education Statistics (2012), «The nation’s report card: Writing 2011 (NCES 2012-470)». Institute of Education Sciences, U.S. Department of Education, Washington, D.C. Sarean: http://nces.ed.gov/nationsreportcard/pdf/main2011/2012470.pdf)
  • O’Mahony, Paul, Mairead Dempsey & Hazel Killeen (2008), «Handwriting Speed: duration of testing period and relation to socio-economic disadvantage and handedness». Occupational Therapy International 15: 165-77.
  • Overvelde, Anneloes & Wouter Husltijn (2011), «Handwriting development in grade 2 and grade 3 primary school children with normal, at risk, or dysgraphic characteristics». Research in Developmental Disabilities 32: 540-548.
  • Rosenblum, Sara, Patrice Weiss & Shula Parush (2003), «Product and process evaluation of handwriting difficulties: A review». Educational Psychology Review 15: 41-81.
  • Wallen, Margaret, Mary-Ann Bonney & Lyn Lennox (1996), The Handwriting Speed Test. Sydney, Australia: Occupational Therapy Australia.
  • Weintraub, Naomi & Steve Graham (2000), «The contribution of gender, orthographic, finger function, and visual-motor processes to the prediction of handwriting status». Occupational Therapy Journal of Research 20: 121-140.
  • Ziviani, Jenny (1984), «Some elaborations on handwriting speed in 7- to 14-yearolds». Perceptual and Motor Skills 58: 535-539.
  • Ziviani, Jenny & Amanda Watson-Will (1998), «Writing speed and legibility of 7-14-year-old school students using modern cursive script». Australian Occupational Therapy Journal 45: 59-64.
Fuente de los datos: Dialnet