文章基本信息

标题：THE DIFFERENTIAL EFFECTS OF HANDWRITING WITHOUT TEARS® CHALKBOARD, WOODEN LETTERS, AND WORKSHEET USING HIGHLIGHT, MODEL AND START POINT ON LEGIBILITY FOR TWO PRESCHOOL STUDENTS WITH DISABILITIES
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作者：T. F. McLaughlin ; K. Mark Derby ; Michelle McKenzie, M. Ed. 等
期刊名称：International Journal of English and Education
印刷版ISSN：2278-4012
出版年度：2012
卷号：1
期号：2
出版社：Brahmaputra Publishing House
摘要：The purpose of this study was to evaluate empirically the effects of the Handwriting withoutTears® (Olsen, 1998) program for teaching two preschool students with developmental delays towrite letters legibly. Participants were enrolled in a self-contained special education classroomand four letters were targeted for intervention. Specifically, letters in the child’s name for oneparticipant and developmentally appropriate letters were chosen for the other participant. Forbaseline, each participant displayed little or no skills to write targeted letters legibly. Use of theHandwriting without Tears® ® chalkboard, wooden letters, and worksheet procedures alongwith the added steps of highlight, model and start point resulted in the participants’ ability tolegibly write letters. The Handwriting without Tears® materials and its application arediscussed.
关键词：preschool students; with disabilities; Handwriting without Tears® ®; handwriting;multiple baseline design