Research School Network: Myth Busting – Dr Angela Webb from the National Handwriting Association

We were lucky enough to be able to host and welcome Dr. Angela Webb on 30^th November 2017 to present to our Associate Teachers (our PGCE students) and then to lead a Research2Teaching Seminar, open to all, free of charge, to all. The session was well attended with our Core Alliance Members, local Occupational Therapists, teachers and leaders with an interest in transcription in attendance.

As always, Dr. Webb was both informative and engaging and challenged our existing views with some Myth Busting on the commonly held beliefs. With us she explored the research base behind the effective teaching of handwriting. The top 10 take-away messages are;

1. Handwriting is not a dying art.
2. Handwriting is not purely a surface skill.
3. Handwriting is more than neat presentation.
4. Once you’ve taught the basics that’s good enough – NOT TRUE
5. What you write is affected by how you write.
6. A multi-sensory approach to teaching is NOT necessarily the most effective method early on (building metacognition around the learning is more effective).
7. It is MORE than motor skills training.
8. Poor pencil grip does NOT automatically result in poor handwriting.
9. A blanket approach to addressing difficulties is NOT OK – diagnostic assessment is essential.
10. Teaching continuous cursive is NOT the best approach for fluency.

Perhaps the myth which caused the most discussion and held the most interest was the last addressed in the session – Teaching continuous cursive is the NOT best approach for fluency. 

I am often asked in schools to support teachers in helping children who are presenting with transcription difficulties. An straightforward audit, which involves diagnostically observing the writing process, followed by an analysis of the writing product, allows me to work with teachers to drill down to critical small steps to progression in transcription. My ultimate goal in the transcription process of writing is firmly based supporting children on their journey to becoming efficient, fluent writers who can write with automaticity, speed and stamina.

There remains, it appears, some confusion as to whether the inclusion of handwriting in the 2014 National Curriculum Programmes of Study and the Interim Assessment Frameworks calls for children to write in a ​‘continuous cursive’ handwriting style and whether this should include the ​‘lead in stroke’ which starts on the line for every letter. In fact both are commonly held misconceptions and the handwriting requirement is actually for children to ​‘maintain legibility in joined handwriting when writing at speed’ both for the expected and working at greater depth levels at Year 6.

The National Curriculum 2014 states that pupils should be taught to; ​‘use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.’

HERE is a link to an essay held on the National Handwriting Association website which is written by Dr. Webb. Here she shares her thoughts on ​‘Continous Cursive style’ and the use of a ​‘lead in stroke’.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/647107/2017_to_2018_teacher_assessment_frameworks_at_the_end_of_key_stage_2_PDFA.pdf

At Aspirer Research School, we run a training programme called Enabling Fluent Transcription. This three half day course is designed to explore the research around the teaching of handwriting further and develop effective practice in school. Get in touch to find out more!