Relationship between automaticity in handwriting and students' ability to generate written text
Relationship between automaticity in handwriting and students' ability to generate written text
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DOI：
10.1037/0022-0663.91.1.44
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发表时间：
1999-03-01
影响因子：
4.9
通讯作者：
Christensen, CA
中科院分区：
文献类型：
--
作者：
Jones, D;Christensen, CA
生成书面文本的能力需要执行一系列复杂的认知和元认知技能。由于这种复杂性的认知需求，成功的作家必须能够自动书写字母和单词。本文报告了两项研究，探讨了与手写相关的拼写-运动整合与生成创造性和结构良好的书面文本的能力之间的关系。第一项研究的参与者是 114 名一年级学生。当阅读的影响受到控制时，拼写-运动整合占书面表达方差的 67%。一项针对 19 名有书写困难的学生和 19 名性别和阅读匹配的学生的干预研究考察了提高学生书写自动化程度的影响。这种干预消除了由于拼写-运动整合缺乏自动化而对写作产生的不利影响。
The ability to generate written text requires the execution of a complex array of cognitive and metacognitive skills. Because of the cognitive demands of this complexity, successful writers must be able to write letters and words automatically. This article reports 2 studies that examined the relationship between orthographic-motor integration related to handwriting and the ability to generate creative and well-structured written text. Participants in the first study were 114 Grade 1 students. When the effect of reading was controlled, orthographic-motor integration accounted for 67% of the variance in written expression. An intervention study with 19 students experiencing difficulty in handwriting and 19 students matched on gender and reading examined the impact of improving students automaticity in handwriting. The intervention eliminated the detrimental effects on writing of lack of automaticity in orthographic-motor integration.