Abstract:

The theory of teaching handwriting has been the focus of numerous studies and investigations, and forms the central axis of the learning-teaching process in Primary Education (Alston & Taylor, 1987; Bergman & McLaughlin, 1988; Graham, 1992; Graham & Miller, 1980; Graham and Weintraub, 1996). There remains on-going controversy regarding the way teachers should teach handwriting, the methods employed and even the type of paper used. Recent investigations into literacy (whole language, invented spelling, etc) have placed importance on the mechanics of handwriting in schools, due to the opinion of some that handwriting should be learnt through writing. Nowadays, handwriting and spelling are given even more importance due to the introduction of new technologies such as computers and mobile phones.
This study was conducted to analyse the effect of different parameters on the handwriting of 100 pupils aged between 6 and 7 years-old, to check with precision the level of handwriting. To do so, we created a photographic database comparing the material, type of paper, position of fingers and type of letters. The results obtained pose a new dilemma: Is an explicit teaching method needed to acquire legible handwriting or is it just practice?

Keywords:

handwriting, primary education, writing.