10.4324 9781003284048 Previewpdf

ROUTLEDGE INTERNATIONAL
HANDBOOK OF VISUAL-MOTOR
SKILLS, HANDWRITING,
AND SPELLING
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.
Yanyan Ye currently works as Assistant Professor in School of Applied Psychology, Beijing

Normal University at Zhuhai.
Tomohiro Inoue currently works as Assistant Professor in the Department of Psychology,

The Chinese University of Hong Kong.
Urs Maurer currently works as Associate Professor in the Department of Psychology, The
Chinese University of Hong Kong.
Catherine McBride is Professor in the Department of Human Development and Family

Science, Purdue University.
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ROUTLEDGE
INTERNATIONAL
HANDBOOK OF VISUAL-
MOTOR SKILLS,
HANDWRITING, AND
SPELLING
Theory, Research, and Practice
Edited by Yanyan Ye, Tomohiro Inoue, Urs Maurer,

and Catherine McBride
Cover image: Getty Images/vgajigs
First published 2024
by Routledge
4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2024 selection and editorial matter, Yanyan Ye, Tomohiro Inoue,
Urs Maurer, and Catherine McBride; individual chapters, the contributors
The right of Yanyan Ye, Tomohiro Inoue, Urs Maurer, and Catherine
McBride to be identified as the authors of the editorial material, and of the
authors for their individual chapters, has been asserted in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
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any information storage or retrieval system, without permission in writing
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registered trademarks, and are used only for identification and explanation
without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Names: Ye, Yanyan, editor. | Inoue, Tomohiro (College teacher), editor. |
Maurer, Urs (College teacher), editor. | McBride, Catherine, editor.
Title: Routledge international handbook of visual-motor skills, handwriting,
and spelling: theory, research, and practice / edited by Yanyan Ye,
Tomohiro Inoue, Urs Maurer, and Catherine McBride.
Description: Abingdon, Oxon; New York, NY: Routledge, 2023. |
Includes bibliographical references and index. |
Identifiers: LCCN 2023008403 (print) | LCCN 2023008404 (ebook) |
ISBN 9781032255743 (hardback) | ISBN 9781003284048 (ebook)
Subjects: LCSH: Literacy—Handbooks, manuals, etc. |
Writing—Handbooks, manuals, etc. | Language and languages—
Orthography and spelling—Handbooks, manuals, etc.
Classification: LCC LC149 .R68 2023 (print) | LCC LC149 (ebook) |
DDC 372.6—dc23/eng/20230519
LC record available at https://lccn.loc.gov/2023008403
LC ebook record available at https://lccn.loc.gov/2023008404
ISBN: 9781032255743 (hbk)

ISBN: 9781032255767 (pbk)
ISBN: 9781003284048 (ebk)
DOI: 10.4324/9781003284048
Typeset in Galliard
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CONTENTS
Introduction: Handbook of Visual-motor skills, Handwriting, and

Spelling: Theory, Research, and Practice 1
Yanyan Ye, Tomohiro Inoue, Urs Maurer and Catherine McBride
PART I
The Fundamentals of Handwriting Skills and Literacy Acquisition 7
1 Visual Motor Skills and General Cognitive Ability 9

Sebastian Paul Suggate
2 Chinese Character Handwriting: Lexical Effects, Individual

Differences, Character Amnesia, and Developmental Dysgraphia 23
Zebo Xu and Zhenguang G. Cai
3 Visual Motor Integration and Writing Development: A Systematic

Review of Empirical Research in Chinese 37
Rui Dong and Li Yin
4 It’s About the Process, Not Perfection: What Spelling Fluency Tells
Us about Spelling 49
Emily Côté, Helen L. Breadmore, and S. Hélène Deacon
5 Handwriting and Motor Skill Learning 63

Rafat Ghanamah, Mona S. Julius and Esther Adi-Japha
v
Contents
6 Conceptualizing and Operationalizing Chinese Early Writing Skills:

Integrate Cognitive and Sociocultural Perspectives 78
Chenyi Zhang, Xiao Zhang and Gary E. Bingham
PART II
Cognitive and Neural Mechanisms of Handwriting Skills and
Literacy Acquisition 95
7 The Contribution of Handwriting to Letter Processing in

Early Reading Development: Evidence from Behavioral and
Neuroimaging Research 97
Sophia Vinci-Booher and Karin H. James
8 How Handwriting Shapes Literacy Acquisition and General

Cognition: Phenomena and Cognitive Mechanisms 111
Markus Kiefer and Manfred Spitzer
9 Does Orthographic Working Memory Matter in Chinese Spelling? 123

Jianhong Mo
10 Intrinsic and Extrinsic Factors of Handwriting and Their Impacts on

Reading: A View from Embodied Cognition 136
Zhengye Xu and Duo Liu
PART III
Theories and Methods in Spelling Development 149
11 Three Facets of Spelling 151

Jayde E. Homer, Molly Farry-Thorn and Rebecca Treiman
12 Understanding Types of Chinese Writing-to-Dictation Errors 163

Bing Han, Trelani F. Milburn, Poh Wee Koh and R. Malatesha Joshi
13 Credibly Assessing Writing Transcription Skills: Application of

Generalizability Theory 177
Steve Graham, Alan Huebner and Gustaf B. Skar
14 The Role of Children’s Learning about Print in the Development of

Reading and Spelling Skills 194
Savannah Heintzman, S. Hélène Deacon and Nicole J. Conrad
vi
Contents
15 Invented Spelling: Perspectives on Assessment and Intervention 207

Yi Ding and Yangqian Shen
16 The Role Played by Spelling in Reading Acquisition and Instruction:

Starring, Supporting, or Just a Bit Part? 221
Gene Ouellette
17 Conceptual Understanding, Assessment, and Instruction for Word

Spelling in English, a Morphophonemic Orthography 235
Virginia Wise Berninger
18 Creating a Team Approach to Handwriting Instruction: how

Collaboration between the School-Based Occupational Therapist
and Primary Teacher Can Facilitate Literacy Development 249
Kathleen S. Wright and Carol H. Armann
PART IV
Global Literacy and Spelling 261
19 Spelling in Some Alphabetic Languages 263

Alida Hudson, Karol A. Moore, Juan Quinonez-Beltran, Jialin Lai
and R. M. Joshi
20 Spelling Arabic: When Does Orthographic Knowledge End and

Language Knowledge Start? 276
Elinor Saiegh-Haddad, Ola Ghawi-Dakwar, Lina Haj,
Ranya Farraj-Bsharat and Lior Laks
21 Early Invented Spelling Predicts Later Word-Reading Ability beyond

Early Phoneme Awareness and Word-Reading Ability: Evidence from
Brazilian Portuguese 293
Cláudia Cardoso-Martins, Tatiana Pollo,
Alana Helena Paulino dos Santos and Carolyn B. Mervis
22 Spelling and Writing Development in Thai 307

Heather Winskel
23 Immediate and Delayed Copying of Familiar and Unfamiliar Scripts

in Spelling Among Korean Kindergartners 319
Jeung-Ryeul Cho
vii
Contents
24 Emergent Biliteracy: Spelling Development across Writing Systems

and Scripts 333
Beth Ann O’Brien and Malikka Begum Habib Mohamed
PART V
Home Learning Environment and Spelling 349
25 Parents’ Beliefs Regarding Their Children’s Early Literacy

Surrounding a Writing Interaction and Their Relations to Children’s
Early Literacy Skills 351
Dorit Aram and Deborah Bergman Deitcher
26 Children’s Early Spelling Development in the Context of the Home

Literacy Environment 366
Frank Niklas, Astrid Wirth, Anna Mues and Efsun Birtwistle
PART VI
Dysgraphia, Handwriting Difficulties, and Dyslexia 379
27 Handwriting Difficulties in Developmental Dyslexia 381

Marie Van Reybroeck and Claire Gosse
28 Taking the Mask Off Dysgraphia 396

Cheri Dotterer
29 Handwriting Analytics 412

Lucas Burget, Chenyang Wang, Thibault Asselborn, Daniel Tozadore,
Wafa Johal, Thomas Gargot, Anara Sandygulova, Łukasz Kidziński,
David Cohen, and Pierre Dillenbourg
PART VII
Spelling and Writing in the Digital Age 427
30 Chinese Spelling – Evidence from Pen Tablets 429

Dustin Kai-Yan Lau
31 Digital Communication, Texting, and Literacy Acquisition 446

Nenagh Kemp
Notes on Contributors 459

Index 465
viii
INTRODUCTION
Handbook of Visual-motor skills, Handwriting,
and Spelling: Theory, Research, and Practice
Yanyan Ye, Tomohiro Inoue, Urs Maurer and Catherine McBride
Visual perception and motor skills are two essential skills for learning to read and write.
Decades ago, researchers started to examine the relations among visual-motor integration,
handwriting skills, and literacy learning (Chang & Chang, 1967; Goldstein & Britt, 1994).
There are large bodies of research on this topic using both behavioral (e.g., Berninger et al.,
2006; Graham & Hebert, 2010; Mardarelli et al., 2015) and neuroscience methods (e.g.,
James et al., 2012; Li & James, 2016; Longcamp et al., 2003, 2005). Both behavioral and
neuroscience methods along with key insights from research on handwriting skills develop-
ment and literacy interventions have emerged as important for understanding spelling and
writing around the globe. An updated integration across disciplines is critical for researchers,
educators, and policymakers. In addition, current books on handwriting skills have a strong
emphasis on “Eurocentric” alphabetic writing systems (e.g., Montgomery, 2006). However,
in recent years, there have been numerous important literacy studies on non-alphabetic writ-
ing systems and scripts, including Chinese (e.g., Lam & McBride, 2018; Wang et al., 2015;
Ye et al., 2022), Korean (e.g., Cho & McBride, 2021), Japanese (e.g., Inoue et al., 2017),
Hebrew (e.g., Gillis & Ravid, 2006), Aksharas (e.g., Nakamura et al., 2018; O’Brien et al.,
2020), and Arabic (e.g., Taha & Saiegh-Haddad, 2017). Moreover, in the 21st century,
schools are becoming more and more diverse, with children from various cultural back-
grounds. There is currently no book that provides a summary of studies on handwriting skills
and literacy learning across different writing systems. This makes it difficult for educators
and practitioners to plan efficient interventions to help children with different backgrounds.
The current handbook is a collection of original, carefully reviewed empirical and theo-
retical chapters on visual-motor skills, handwriting, and spelling from researchers and prac-
titioners around the world. We aim at providing new insights into handwriting and literacy
learning through the lens of classical theoretical frameworks and intervention studies. This
book does this through a global, multicultural, and digital perspective. This book integrates
information about handwriting and visual-motor skills with that of early literacy teaching
and learning. We particularly highlight the importance of the digital age and environment,
in which communication, reading, and writing via a variety of electronic digital devices are
common.
110.4324/9781003284048-1
Yanyan Ye et al.
Before proceeding further, it is necessary to define certain terms in the context of the
current volume. Visual-motor skills refer to a set of skills that make use of visual perception
and motor skills, including fine motor skill, graphomotor skill, and visual-motor integration.
Handwriting skills are considered a specific term of visual-motor skills; these refer to the
visual-motor skills during the writing of scripts. Spelling here refers to the process of writing
individual words/characters in a specific script. Finally, Writing refers to a broader term,
which includes writing text, sentences, and individual words.
This book integrates current theories with up-to-date research and practice. Here, educa-
tors and practitioners discuss how best to support children’s early literacy learning with inter-
ventions in handwriting and visual-motor skills. Focusing on how handwriting skills, spelling
acquisition, and their connections underpin the current settings and practices, the chapters
cover several overarching topics. These 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;
and Instruction and interventions for spelling and writing. Given our integration of scien-
tific studies, theories, and questions for reflection, this volume has something for everyone,
including academics, educators, and practitioners.
The volume begins with a section that outlines the fundamentals of handwriting skills and
literacy acquisition: visual-motor skills, visual-motor integration, spelling fluency, and other
aspects influencing handwriting. The first chapter from Sebastian Suggate outlines the com-
plexities involved in studying visual-motor skills and writing, including how visual-motor
skills interact with cognitive abilities and the methodological issues involved in visual-motor
skills research. Chapter 2 from Zhenguang G. Cai and Zebo Xu summarizes two levels of
variables that may influence handwriting: lexical variables and hand-writer individual vari-
ables. By focusing on Chinese character handwriting, the authors tried to introduce possible
difficulties in Chinese handwriting and propose possible assessments of these difficulties.
The next chapter is written by Rui Dong and Li Yin, who review empirical studies on visual-
motor skills and Chinese writing and summarize the role of visual-motor integration in Chi-
nese writing and factors that may influence visual-motor integration development, such as
gender, SES, age, and executive function. Chapter 4 from Emily Côté, Helen L. Breadmore,
and Hélène Deacon turns to another critical aspect of writing: spelling fluency, which was
defined as accurate, effortless, and efficient spelling. The authors review the theoretical and
empirical literature on spelling fluency and spelling development. In the following chapter,
Rafat Ghanamah, Mona S. Julius, and Esther Adi-Japha present a clear conceptualization of
the differences and overlaps between handwriting and motor skills and focus on the associa-
tions between the practice of written symbols, handwriting, and reading. In the final chapter
of this section, Chenyi Zhang, Xiao Zhang, and Gary E. Bingham review theoretical and
conceptual models that have been developed to capture children’s early writing process in
alphabetic writing systems and proposed a new conceptual framework of Chinese writing
with recommendations for future studies.
To understand the development of handwriting skills and handwriting difficulties,
researchers are also concerned about the cognitive and neural mechanisms of handwriting
skills. By summarizing both behavioral and neuroscience studies, chapters in the next sec-
tion elaborate on how the brain supports handwriting in both children and adults. Sophia
Vinci-Vooher and Karin H. James elucidate the cognitive mechanisms underlying the effects
of handwriting on language acquisition and numerical abilities. Markus Kiefer and Manfred
Spitzer present the influence of handwriting on literacy acquisition and cognition and the
2
Handbook of Visual-motor skills, Handwriting, and Spelling
underlying mechanisms. In the following chapters, Jianhong Mo summarizes the relation-

ship between orthographic working memory and spelling. Zhengye Xu and Duo Liu explain
the association of handwriting and reading from the perspective of embodied cognition.
Chapters in this section also discuss writing by hand in the digital age and the learning effects
of handwriting on a tablet and handwriting on paper.
The next chapters present theories and methods in spelling development from innova-
tive perspectives. Jayde Homer, Molly Farry-Thorn, and Rebecca Treiman and colleagues
conceptualize spelling in three aspects: spelling as a representation, as an activity, and as a
human ability. They explain how spelling functions in every aspect. Bing Han and colleagues
illustrate issues in the classification of errors in Chinese writing-to-dictation and present their
view on error categorization. Steve Graham, Alan Huebner, and Gustaf B Skar use generaliz-
ability theory to examine the reliabilities of three transcription measures: handwriting fluency
assessed with a copying task, and handwriting legibility and spelling assessed with rating
scales. They aim to provide tools for assessing writing transcription skills for future studies.
In addition to theories and mechanisms, many researchers and practitioners are particu-
larly concerned with helping those with spelling and writing difficulties. The next section
starts with a chapter from Savannah Heintzman and Hélène Deacon that focuses on under-
standing how print works support successful reading and spelling, with a discussion of how
this framework of print learning can inform reading and spelling instructions. The next chap-
ter from Yi Ding and Yangqian Shen introduces invented spelling; they show that children’s
early attempts to represent words in print before receiving formal literacy instructions can
be considered an essential aspect of literacy development in young children. They illustrate
the origins of invented spelling and the utilization of invented spelling as a tool to assess and
intervene with children with reading difficulties. In the next chapter, Gene Ouellette eluci-
dates the role of spelling in literacy instruction and focused explicitly on the influential role
played by spelling in reading acquisition. Possible mechanisms underlying the importance
of spelling and recommendations for literacy instructions are also presented in this chapter.
Virginia W. Berninger summarizes six pioneer spelling researchers’ theories on understand-
ing English spelling development, including Venezky, Nagy, Carlisle, Henry, Treiman, and
Ehri. In addition, she provides examples of standardized normed measures of spelling and
spelling-related processes that have been used to study spelling achievement before and after
specialized instruction for spelling problems. At the end of this section, Katheleen S. Wright
and Carol H. Armann, both practitioners, elaborate on how a collaborative team approach
between school-based occupational therapists and primary teachers can facilitate literacy
development for all learners based on the large body of research in handwriting instruction.
The languages and scripts we have summarized thus far are mainly English and Chinese.
In the next section, languages and scripts used in various cultures are considered. The sec-
tion begins with a chapter from Malt Joshi and his team that summarizes the characteristics
of spelling in several alphabetic writing systems of different orthographic depths and argues
that the mechanism of spelling may differ across languages. Based on these observations, the
authors suggest that spelling instruction should focus on phoneme-grapheme correspond-
ence and capture the knowledge of multiple linguistic features including morpho-syntactical,
orthographic, and etymological features. In the next chapter, Elinor Saiegh-Haddad and
colleagues focus on Arabic, which is a morphologically rich writing system and is diglossic.
Here, the term diglossic refers to a remarkable linguistic distance between the spoken lan-
guage variety that is dominant in the speech of children and the language encoded in spell-
ing (Standard Arabic). This chapter reports two studies on both the roles of morphological
3
Yanyan Ye et al.
processing and diglossia in spelling development. Cláudia Cardoso-Martins and colleagues

also report an empirical study on the associations between invented spelling and word read-
ing ability in Brazilian Portuguese. The results showed that children’s invented spelling near
the beginning of kindergarten predicted their word reading ability 12–18 months later. The
next chapter from Heather Winskel turns to Thai, which is a tonal language with a distinc-
tive nonlinear configured script. It is classified as an “alphasyllabary” because it has both
alphabetic and syllabic script characteristics. Next, Jeung-Ryeul Cho reports an empirical
study examining immediate and delayed copying of familiar Korean script and unfamiliar
scripts of Hebrew and Thai and their relations to Korean Hangul spelling among kinder-
garteners. The findings highlight the importance of orthographic working memory, ortho-
graphic awareness, and phoneme and morphological awareness in early spelling development
among Korean kindergarteners. Finally, the section ends with a chapter from Beth O’Brien
and Malikka Begum that presents two prominent theoretical frameworks of spelling devel-
opment that are founded on error analysis – a stage model and a triple code model. The
authors review studies that apply the models to different types of writing systems, including
alphabetic systems with Latin or other scripts, syllabaries, and non-alphabetic morphosyllabic
scripts.
The home learning environment is also an important aspect to consider when doing
literacy research. Parents and family play an essential role in their children’s early literacy
development. They are responsible for how they introduce their children to the written lan-
guage (Lonigan & Shanahan, 2009). In the next section, Dorit Aram and Debirag Bergnab
Deitcher examine parents’ beliefs regarding their children’s early literacy surrounding a writ-
ing interaction and their relations to children’s early literacy skills. The chapter explores the
relations among these belief measures and their contribution to children’s early literacy skills.
Frank Niklas and his team also present a summary of young children’s early learning occurs
in the context of the home learning environment. From their perspectives, the precursors
of spelling form the basis of later learning and are readily taught and learned during every-
day interactions in the family. Their review of studies suggests that the quality of the home
literacy environment can readily be improved by interventions, and it is a good target for
the support of children’s developing spelling abilities. The authors also provide suggestions
on simple activities in the family context such as writing a letter or a shopping list together,
shared reading, and showing children that written text is in everyday life.
The volume concludes with a section that outlines reading and writing difficulties in the
digital age. Marie Van Reybroeck and Claire Gosse focus on handwriting difficulties in chil-
dren with dyslexia and try to disentangle the nature and origins of these handwriting difficul-
ties in dyslexia. They also raise some practical suggestions for teachers and speech therapists
working with children with dyslexia. Next, Cheri Dotterer presents a chapter overviewing
action research conducted over the past 15 years in school-based occupational therapy. Their
instructional paradigms were to train educators and therapists to implement interventions
to maximize engagement in writing from students who are learning to write through adults
with writing difficulties. In the following chapter, Pierre Dillenbourg and his team report an
innovative approach to data sciences and robotics for analyzing, modeling, and remediat-
ing handwriting difficulties. The authors have identified several subtypes of dysgraphia and
handwriting difficulties using this approach, which might help with the identification of these
difficulties in the future. In the next chapter, Dustin Kai-Yan Lau considers the structure of
the lexicon and how lexical representations interact during writing in pen and with digital
tablets, with practical implications on intervention programs for children with handwriting
4
Handbook of Visual-motor skills, Handwriting, and Spelling
difficulties. Finally, Nenagh Kemp presents an interesting chapter on the research of expo-
sure to “textese,” which is an informal style of writing via digital means such as a phone or
a computer, and its effects on conventional literacy development, especially for children still
learning to read and write.
Visual-motor integration and handwriting skills can vary considerably from child to child
beginning in kindergarten or earlier, and these can provide the basis for later literacy perfor-
mance. However, literacy learning and handwriting practice in kindergarten are controversial
in many societies. On the one hand, many early-year educators and parents struggle with the
balance between the training of handwriting skills and other kindergarten activities before
primary school. In some societies, the government has even created educational policies that
prevent literacy instructions and training (especially in handwriting) in kindergartens. On the
other, the fierce admissions competition to some elite primary schools has been associated
with some parents and educators teaching preschoolers some early literacy skills, including
writing, without much evidence-based guidance. In addition, tablets and smartphones are
sometimes used both at home and at school in the 21st century and are part of the daily
lives of many young children nowadays. Without an organized research basis and guidance,
scholars and practitioners may not be able to develop well-designed curricula for early lit-
eracy learners. This creates an acutely perceived need for more specific guidance on effective,
culturally responsive, and individualized early literacy instruction. This volume integrates
handwriting skills acquisition from an international perspective. In addition, from our litera-
ture review and observations, there is also a need for an interdisciplinary book that offers a
summary of past research from scholars and practitioners sharing different perspectives. Fur-
thermore, there is a need for an overview of cross-disciplinary work on spelling and writing
development in the 21st century.
In the end, we would like to express our gratitude to all contributors to the book. Each
chapter shows the efforts and enthusiasm of a research team on literacy and child develop-
ment around the world and their compassion for those in need of help in society. By putting
together this volume, we hope that it will encourage more and more research on this topic
and get more and more attention from society and policymakers to literacy research and
those with learning difficulties.
Acknowledgement
This work was supported by a Theme-based Research Scheme (TRS) grant (T44-410/21-N)
from the Hong Kong Special Administrative Region Research Grants Council.
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6
Introduction
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Connections between language by hand and language by eye. Journal of Learning Disabilities, 35(1), 39–56.
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ROUTLEDGE INTERNATIONAL

The Routledge International Handbook of Visual-motor skills, Handwriting, and Spelling

Yanyan Ye currently works as Assistant Professor in School of Applied Psychology, Beijing

Tomohiro Inoue currently works as Assistant Professor in the Department of Psychology,

Catherine McBride is Professor in the Department of Human Development and Family

THE ROUTLEDGE INTERNATIONAL HANDBOOK OF PERINATAL

THE ROUTLEDGE INTERNATIONAL HANDBOOK OF COMMUNITY

THE ROUTLEDGE INTERNATIONAL HANDBOOK OF MORALITY,

THE ROUTLEDGE INTERNATIONAL HANDBOOK OF COMPARATIVE

THE ROUTLEDGE INTERNATIONAL HANDBOOK OF

THE ROUTLEDGE INTERNATIONAL HANDBOOK OF PSYCHOANALYSIS

THE ROUTLEDGE INTERNATIONAL HANDBOOK OF

Edited by Yanyan Ye, Tomohiro Inoue, Urs Maurer,

ISBN: 9781032255743 (hbk)

Introduction: Handbook of Visual-motor skills, Handwriting, and

1 Visual Motor Skills and General Cognitive Ability 9

2 Chinese Character Handwriting: Lexical Effects, Individual

3 Visual Motor Integration and Writing Development: A Systematic

5 Handwriting and Motor Skill Learning 63

6 Conceptualizing and Operationalizing Chinese Early Writing Skills:

7 The Contribution of Handwriting to Letter Processing in

8 How Handwriting Shapes Literacy Acquisition and General

9 Does Orthographic Working Memory Matter in Chinese Spelling? 123

10 Intrinsic and Extrinsic Factors of Handwriting and Their Impacts on

11 Three Facets of Spelling 151

12 Understanding Types of Chinese Writing-to-Dictation Errors 163

13 Credibly Assessing Writing Transcription Skills: Application of

14 The Role of Children’s Learning about Print in the Development of

15 Invented Spelling: Perspectives on Assessment and Intervention 207

16 The Role Played by Spelling in Reading Acquisition and Instruction:

17 Conceptual Understanding, Assessment, and Instruction for Word

18 Creating a Team Approach to Handwriting Instruction: how

19 Spelling in Some Alphabetic Languages 263

20 Spelling Arabic: When Does Orthographic Knowledge End and

21 Early Invented Spelling Predicts Later Word-Reading Ability beyond

22 Spelling and Writing Development in Thai 307

23 Immediate and Delayed Copying of Familiar and Unfamiliar Scripts

24 Emergent Biliteracy: Spelling Development across Writing Systems

25 Parents’ Beliefs Regarding Their Children’s Early Literacy

26 Children’s Early Spelling Development in the Context of the Home

27 Handwriting Difficulties in Developmental Dyslexia 381

28 Taking the Mask Off Dysgraphia 396

29 Handwriting Analytics 412

30 Chinese Spelling – Evidence from Pen Tablets 429

31 Digital Communication, Texting, and Literacy Acquisition 446

Notes on Contributors 459

Yanyan Ye, Tomohiro Inoue, Urs Maurer and Catherine McBride

underlying mechanisms. In the following chapters, Jianhong Mo summarizes the relation-

processing and diglossia in spelling development. Cláudia Cardoso-Martins and colleagues

Visual Motor Skills and General Cognitive Ability

Chinese Character Handwriting

Visual Motor Integration and Writing Development

It's About the Process, Not Perfection

Handwriting and Motor Skill Learning

Conceptualizing and Operationalizing Chinese Early Writing Skills

The Contribution of Handwriting to Letter Processing in Early Reading

Does Orthographic Working Memory Matter in Chinese Spelling?

Intrinsic and Extrinsic Factors of Handwriting and Their Impacts on Reading

Three Facets of Spelling

Credibly Assessing Writing Transcription Skills

Creating a Team Approach to Handwriting Instruction

Spelling in Some Alphabetic Languages

Early Invented Spelling Predicts Later Word-Reading Ability beyond Early

1 Visual Motor Skills and General Cognitive Ability 9

5 Handwriting and Motor Skill Learning 63

9 Does Orthographic Working Memory Matter in Chinese Spelling? 123

11 Three Facets of Spelling 151

12 Understanding Types of Chinese Writing-to-Dictation Errors 163

15 Invented Spelling: Perspectives on Assessment and Intervention 207

19 Spelling in Some Alphabetic Languages 263

22 Spelling and Writing Development in Thai 307

27 Handwriting Difficulties in Developmental Dyslexia 381

28 Taking the Mask Off Dysgraphia 396

29 Handwriting Analytics 412

30 Chinese Spelling – Evidence from Pen Tablets 429

31 Digital Communication, Texting, and Literacy Acquisition 446

Notes on Contributors 459