Handwriting remediation: a comparison of computer-based and traditional approaches

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dc.contributor.advisorSamuels, Marilyn
dc.contributor.authorRoberts, Gwenyth I.
dc.coverage.spatial2000001683en
dc.coverage.spatial20000070en
dc.coverage.spatial200000750en
dc.coverage.spatial200000364en
dc.date.accessioned2005-07-21T22:19:33Z
dc.date.available2005-07-21T22:19:33Z
dc.date.issued1988
dc.descriptionBibliography: p. 136-154.en
dc.description.abstractThis study investigates the effectiveness of computerbased handwriting exercises (Lally & Macleod, 1983) in comparison to traditional instruction in the remediation of handwriting difficulties. Thirty-six students in grades four to six with poor handwriting participated in the study using three different instructional methods. All students were seen for seven forty minute sessions of individualized instruction in cursive handwriting. In method one (n = 12), computer-based handwriting exercises (Lally & Macleod, 1983) were provided. Students used the Apple Graphics Tablet, an electronic pen and the computer monitor to track programmed and secretly-programmed letters. In method two (n = 12), conventional instruction was provided using pencil, paper, plastic overlays and felt pens to copy and trace letter forms. In the third method (n = 12), conventional instruction using tracing and copying was provided through the computer using the Touch Window and a stylus pen. This latter method was used to control for motivational effects of the computer in treatment. Several measures were utilized to assess improvement in performance including: components of legibility and speed; transfer tasks of tracing, copying and letter formation, as well as computer tasks; and parent and teacher ratings. Results using correlated t-tests indicated that the traditional group using pen and paper performed with significant improvements from pretest to posttest on five measures. These measures included two of the legibility components, letter formation and the parent and teacher ratings. The computer groups improved on two measures each. When the pretest measures were compared in a linear combination, the three groups did not differ. A multivariate analysis of pretest to posttest gain scores demonstrated that following treatment, differences existed between the groups. A discriminant function analysis indicated that the group with traditional instruction using pen and paper was maximally separated from the other two groups based on the letter formation and teacher rating variables. The present study appears to suggest that traditional instruction using pen and paper is the more effective treatment method. Further study is required to determine the most effective instructional features in handwriting remediation and the use of these features in future computer-based instructional systems.
dc.format.extentix, 186 leaves ; 30 cm.en
dc.identifier.citationRoberts, G. I. (1988). Handwriting remediation: a comparison of computer-based and traditional approaches (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/18495en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/18495
dc.identifier.isbn0315466626en
dc.identifier.lccLB 1590 R63 1988en
dc.identifier.urihttp://hdl.handle.net/1880/24178
dc.language.isoeng
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject.lccLB 1590 R63 1988en
dc.subject.lcshPenmanship - Remedial teaching
dc.subject.lcshPenmanship - Computer programs
dc.titleHandwriting remediation: a comparison of computer-based and traditional approaches
dc.typemaster thesis
thesis.degree.disciplineEducational Psychology
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Science (MSc)
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 673 520541697
ucalgary.thesis.notesoffsiteen
ucalgary.thesis.uarcreleaseyen
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