About the Book
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.
Table of Contents:
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
About the Author :
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.
