Work

Handwriting fluency in kindergarten: exploring the issue of time

Year: 2014

Type: article

Abstract: Curriculum-based measures (CBM) are necessary for educators to quickly assess student skill levels and monitor progress. This study examined the use of the alphabet fluency task, a CBM of writing which assesses how well children access, retrieve, and write letter forms automatically. The alphabet fluency task was administered at both the beginning and end of the kindergarten school year. Scores were collected at two time points, 15 seconds and 60 seconds. Alphabet fluency scores at both points were compared to criterion measures of writing—standardized writing assessments and compositional CBM of writing. Results indicate that although measures at both 15 and 60 seconds are valid, measures at 60 seconds are more valid in assessing handwriting fluency of kindergarten students at both the beginning and end of kindergarten. Future applications of this task and further areas of study are discussed.

Source: D-Scholarship@Pitt (University of Pittsburgh)

Author: Mary M. Sears

Language: English

Topic: Writing and Handwriting Education

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funders: U.S. Department of Education, University of Pittsburgh, McMaster University, Institute of Education Sciences

Award: G8189140615

OpenAlex ID: W99063775