Brian Straub - Final Report - Edu.

690 - Module 10

Brian Straub Edu. 690 Final Report Action Research Study: The Effectiveness of Individual Instruction to Enhance Kindergarten Penmanship: The Zaner Bloser Approach

Brian Straub - Final Report - Edu. 690 - Module 10

Abstract
This action research project was designed to evaluate the connection between individual handwriting instruction among kindergarten students, and an increase in the penmanship proficiencies of these young learners. During the spring semester within a Kindergarten classroom, the researcher conducted daily individual handwriting lessons according to the Zaner Bloser model of handwriting instruction with each kindergarten student. After receiving instruction, six kindergarten students completed a variety of formative and summative assessments which evaluated student handwriting proficiencies. This study did not find a significant connection between individual handwriting instruction and an increase in student penmanship proficiencies. This study concludes that kindergarten students maintain the cognitive ability to form letters using the correct sequence of pen strokes, but lack the kinesthetic fine motor controls to form perfectly legible letters. Furthermore, this study suggests that elementary classroom teachers incorporate fine motor control learning activities within the daily curriculum in an effort to improve the handwriting proficiencies of their students.

Table of Contents
Abstract ........................................................................................................................................... 2 Introduction ..................................................................................................................................... 3 Rationale for the Study ............................................................................................................... 4 Statement of the Problem ............................................................................................................ 4 Primary Research Questions ....................................................................................................... 4 Hypothesis................................................................................................................................... 5 Literature Review............................................................................................................................ 5 Methodology ................................................................................................................................. 11 Research Design........................................................................................................................ 12 Data Collection Plan ................................................................................................................. 13 Data Analysis ............................................................................................................................ 15

Brian Straub - Final Report - Edu. 690 - Module 10

Sample Selection ....................................................................................................................... 17 Results ........................................................................................................................................... 17 Findings..................................................................................................................................... 17 Discussion ................................................................................................................................. 23 Limitations of the Study............................................................................................................ 24 Summary and Further Research Needed................................................................................... 25 Action Plan.................................................................................................................................... 25 Conclusions ................................................................................................................................... 28 References ..................................................................................................................................... 29 Appendices .................................................................................................................................... 32

Introduction
This action research study focuses on the effectiveness of individual handwriting instruction within the Zaner Bloser teaching model among kindergarten students. Zaner Bloser is a published elementary teaching aid which provides a framework to instruct proper penmanship (Gentry, 2003). The Zaner Bloser instructional approach to elementary handwriting places an emphasis on pen stroke sequence, and initial pen placement. Kindergarteners who work within the Zaner Bloser model of handwriting instruction learn to form letters upon handwriting paper which includes a top line, a mid-line, and a bottom line. Young learners are taught to form letters according to a specific sequence of pen strokes which connect the top, bottom, and mid-lines of handwriting paper. This action research project was designed to evaluate the effectiveness of individual handwriting instruction within the Zaner Bloser teaching model among kindergarten students.

Brian Straub - Final Report - Edu. 690 - Module 10

Rationale for the Study

After reviewing kindergartners writing samples, an academic weakness of note is poor penmanship. Obviously, these young learners have not yet developed the fine motor skills which drive proper handwriting, but educators must work to instill proper writing form early in each childs schooling. When discussing handwriting techniques with middle school teachers, a common response is, Education is moving into the digital age. Our students need to type, not necessarily handwrite. This framework of thinking enables poor hand writers to avoid the modality of basic communication, rather than to understand the importance of basic penmanship. 21st century education must include basic handwriting in curriculum rather than avoid the issue by supplementing typing alternatives to students who struggle to form written characters.

Statement of the Problem

This action research study was designed to investigate the effectiveness of individual handwriting instruction with kindergarten students.

Primary Research Questions

This study addressed several primary research questions. The initial task of this study was to determine how much prior knowledge kindergarten students have about the English alphabet. This study investigated if student participants can list the letters of the alphabet, and if they can identify the differences between upper and lower case letters. Furthermore, this study sought to identify if individual handwriting instruction of specific letters significantly enhanced student handwriting proficiency when forming the letter of instruction. Additionally, this study sought to identify if students retain the ability to form a letter correctly after time has passed. For example,

Brian Straub - Final Report - Edu. 690 - Module 10

if the letter A was taught and practiced on Friday, this research proposal sought to answer the question, Will students be able to re-create the same letter A on Monday? This study also sought to identify if kindergarten students are able to transfer handwriting skills from handwriting paper to blank top paper. Lastly, this study investigated if kindergarten students are able to complete a summative handwriting assessment which demonstrates a penmanship proficiency at a 70% success rate after receiving individualized handwriting instruction for each letter of the alphabet.

Hypothesis
This study hypothesizes that kindergarten students will be able to write all 52 letters (Upper and lower case) with a 70% accuracy rate upon a summative assessment after completing an individual handwriting teaching unit with the researcher.

Literature Review
After reviewing the penmanship of sixth grade students enrolled within a private school in southern Maine, the author of this study quickly noted the illegibility and clutter of many pen strokes upon paper. Upon review of poor handwriting skills at the sixth grade level, it became important to understand the handwriting instruction within the elementary stages of schooling. Educators must utilize best practice instructional strategies in an effort to teach young learners how to properly convey their thoughts into a legible written form. This literature review compares the scope, concepts, and relationships between research studies which examine the effectiveness, statistics, and external factors associated with handwriting instruction within schools.

Brian Straub - Final Report - Edu. 690 - Module 10

Many people believe that the craft of handwriting is losing importance within the modern digital age. An article titled, Is Handwriting Worth Saving, written by Julia Turner describes various reasons why handwriting is becoming outdated. This article states, In an age of texting and notes tapped straight into tablets, we are rapidly losing the art and skill it takes to swiftly write, with a pen, a sentence that is both intelligible and attractive (Turner, 2012). This popular press article summarizes public opinions which view handwriting as a tool of the past. Digital tools enable us to type quickly, and to manipulate text within a computer. These thoughts connect with handwriting instruction because one must first consider, Is handwriting even worth teaching? This is a questions confronted by educators every day. As one considers the influence of handwriting within schools, a person may ask themselves, Do students with good handwriting tend to receive higher grades? A study completed by Clinton Chase in 1979 compared essay tests scores which contained two variables; (1) handwriting quality and (2) student achievement expectations. Essay graders evaluated written work which was copied into either poor or good penmanship, and the essays were accompanied by the students past academic performance grades. This study found that student achievement expectations held more influence over the grading process than handwriting quality. The study states, Readers who had been given high expectations graded more liberally than did readers with low expectations. This appeared to be especially true when the paper read was in poor handwriting (Chase, 1979). This study indicated that handwriting quality may influence assessments, but student achievement expectations hold an even greater level of evaluation influence. This study indicated that even if a student has poor handwriting, their writing grades may not directly suffer in result of poor penmanship if they have achieved academic success in the past. These ideas correlate with Turners 2012 article which indicates that handwriting is

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losing importance within schools today; as achievement expectations outweigh the influence of poor handwriting. As one continues to consider the place of handwriting instruction within schools, some macro level statistics can provide a summary of the topic. A paper titled, Current Practices in Handwriting Instruction, written by Ada Polkinghorne offers insight into these large scale statistics. This paper summarizes the results of handwriting surveys which were distributed to schools throughout the United States. The paper states the following conclusions, In 93.1 percent of the schools, handwriting instruction begins in grade one. In 64 percent of schools the shift from manuscript to cursive writing takes place in grade three or above. In 65.4 percent of the schools a commercially prepared writing system is used (Polkinghorne, 1946). These statistics offer insight into the study of handwriting. It becomes apparent that most schools do teach specific penmanship skills, and this instruction begins by age six or seven. Also of note, most schools utilize a commercially prepared instructional tool. Regardless if handwriting is becoming a tool of the past, most schools are engaged in the specific instruction of the skill. As these thought lines continue, one may wonder, If schools are teaching handwriting, then why do many students write illegibly? A study conducted by Karl Smith and Robert Schappe titled, Feedback Analysis of the Movement Mechanisms of Handwriting, focused on this issue. Smith and Schappe engaged in a study which connected the process of handwriting with a computerized coordinate force transducer. This device enabled researchers to measure variances between written legibility and the visual feedback of writing movements by the writers themselves. Research results indicate that the mechanical process of writing is similar to steering a car. Writers must understand the left/right and forward/back movements of their pen to form legible letters. The study states, Legibility in writing is an expression of coordinate self-

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generated motion wherein the stimulus control is restricted mainly to the directional indications of the course of the line which letters and words are to follow (Smith & Schappe, 1970). The journal describes how early instructional strategies rely on reward learning where early writers attempt to form legible characters simply because theyre supposed to. The text states, Traditional thought has been that defects in legibility of writing are attributable to deficiencies in reward learning (Smith & Schappe, 1970). These results offer implications for current instructors of penmanship. Educators must teach writers to understand the steering of their pen in order to effectively teach students to write legibly. Teachers cannot simply expect students to write legible letters because theyre supposed to, but rather teach students the left/right and forward/back motions of print. As the handwriting discussion moves into the technical strokes of penmanship, an article titled, Remedial Handwriting written by Caroline Emerson can shed further light into the technicalities of proper pen strokes. This paper describes several specific actions which can be implemented to fix common handwriting mistakes. Emerson identifies common handwriting errors such writing as that look like us, gs that resemble ys, and ds that appear as cls. Her paper offers instruction to fix these mistakes, The cause of these difficulties is the same. The rounded part of the letter is not started far enough to the right so that it is closed. Form the habit of starting these letters with a well-rounded c (Emerson, 1966). Emerson advocates for wellrounded curves which ensure that common shapes dont morph together. Moving into common cursive writing mistakes, Emerson identifies the loops of ls and hs to be problem areas within writing. She provides instructional advice which is aimed to keep these loops in check. Emerson states, There is a simple rule for keeping loops in order. It is mathematical and exact. Make the loop half the height or half the length of the letter. Cross at the midpoint. Make the up-stroke

Brian Straub - Final Report - Edu. 690 - Module 10 curved. Keep the down stroke straight (Emerson, 1966). These concepts relate to Smith and

Schappes paper which advocates for the directional steering of writing instruction. Emersons writing thoughts advocate for specific steering patterns which writers can learn to improve their penmanship. Instruction of handwriting is a public school issue, whose schools educate the learning disabled. A paper written by Grahm, Boyer Shick, and Tippets titled, The Validity of the Handwriting Scale from the Test of Written Language, describes a study which measured the validity of a handwriting test taken by learning disabled students. This study tasked sixty one learning disabled students to complete the TOWL (Test of Written Language) handwriting test. This exam measures slant, size, spacing, alignment, and neatness of handwriting. The paper cites, These elements are generally considered to be central components of good handwriting (Graham, Boyer-Shick, & Tippets, 1989). Study authors believed that this test would be a reliable indicator of handwriting proficiency if score variances included the five handwriting factors mentioned previously, not just a single measure. The paper reports, Results of the current investigation support the Handwriting Scale of the TOWL is a valid measure of the legibility of LD students handwriting (Graham, Boyer-Shick, & Tippets, 1989). These results were determined because the TOWL test results included score variances from the five factors of legible handwriting. Educators must understand how to assess all their students, including those who require special education services. Handwriting is a pervasive topic which touches every student in the classroom today. Slant, size, spacing, alignment, and neatness seem to be the critical factors which determine legibility, and these factors serve as an evaluation scale for all learners.

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The legibility of handwriting can be measured, as can the speed of writing. Patrick Groff conducted a study which measured the handwriting speed of students. His findings were published in the paper, New Speeds of Handwriting. This study determined that the mean written words per minute of a fourth grader is 35.06, a fifth grader is 40.65, and a sixth grader is 49.65. The author mentions how these writing values can be used as benchmark writing speeds for students in different grade levels. Groff states, These speeds are more useful and valid for determining grade-level expectancies in the speed for handwriting (Groff, 1961). These measurements connect with Graham, Boyer-Shick, & Tippets, work which measured handwriting legibility. Educators must use a variety of formative and summative assessments to evaluate student performance, and various factors including legibility and speed can be utilized to assess handwriting proficiencies. Handwriting instruction is a complex subject. Numerous studies have analyzed how, why, and when handwriting instruction occurs. A man named Ernest Horne has examined these studies and has developed a list of probing questions which can further drive handwriting research. Hornes paper titled, Questions for Research on Handwriting, poses the following question, Whether special periods for remedial work should be scheduled at all grade levels from fourth through twelfth (Horn, 1962). Horne wonders if schools should address handwriting deficiences into adolescence and teenage years. Furthermore, Horne asks, How is interest developed an maintained? What is the place of extrinsic motivation? (Horn, 1962). Horne suggests that researchers must identify the motivational factors associated with handwriting. Educators must harness intrinsic motivation to write legibly, and maintain enthusiasm for the subject throughout school. These quieres relate to previous handwriting studies, and an upcoming action research project designed to evaluate the effectivness of individual handwriting

Brian Straub - Final Report - Edu. 690 - Module 10 instruction. Educators must understand the intrinsic and extrinsic motivations of students and consider the utility of remedial handwriting corrections throughout all school grades.

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The importance of handwriting instruction is hotly debated. Raina Kellys article, The Writing on the Wall, advocates for the instruction of the craft. Kelly states, Handwriting is important because research shows that when children are taught how to do it, they are also being taught how to learn and how to express themselves (Kelley, 2007). Educators must consider where handwriting fits within a 21st century curriculum. Certainly schools must teach penmanship at some level; but the current challenge is to identify the best practices which drive effective handwriting instruction within the digital age.

Methodology
This action research project was designed to identify if individual handwriting instruction significantly increases penmanship performance at the kindergarten grade level. Primary research questions include: How much prior knowledge about the alphabet do students have? Can students identify the differences between upper and lower case letters? Does individual handwriting instruction of specific letters significantly enhance a students proficiency to form the letter of instruction? Do students retain the ability to form a letter correctly after the passage of time? Can students transfer handwriting skills from handwriting paper to blank top paper? And lastly, will students be able to complete a summative handwriting assessment at a 70% success rate after receiving individualized handwriting instruction for each letter of the alphabet? This study hypothesized that kindergarten students will be able to write all 52 letters (Upper and lower case) with a 70% accuracy rate upon a summative assessment after completing an individual handwriting unit with the researcher.

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Research Design
This action research project was intended to determine if individualized handwriting instruction significantly increases kindergarten penmanship proficiencies. To this end, six kindergarten students received individualized direct instruction pertaining to each letter of the English alphabet in both upper and lower case forms. After receiving instruction, these students completed a variety of formative and summative assessments which were designed to evaluate a range of handwriting proficiencies. This data was analyzed within a quantitative basis. Numeric values were assigned to students written work and these metrics played a critical role in the analysis of this action research project. A quantitative assessment process was implemented within this project in order to systematically evaluate student performance. Ranking handwriting scores within a 1-5 range rather than a poor, satisfactory, or excellent scoring system allowed macro level data to be analyzed within a numeric process. This enabled the analysis of the mean, median, mode, and range of student handwriting scores. This action research project required interventions within a kindergarten classroom. The administrator of this action research project was placed as an intern teacher within a kindergarten classroom. Prior to his arrival, no formal handwriting instruction was set in place. Since he had begun working within this kindergarten classroom, he had begun running a Handwriting Center which all students visited on a daily basis. Kindergarten students visit several Learning Centers during their school day and this action research project established a permanent Handwriting Center within the room. Every day, each student visited the center, and worked individually with the researcher in an effort to learn the proper pen strokes which form upper and lower case letters. First, the researcher provided direct letter instruction, and then students completed

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independent letter practice upon a worksheet, and finally, students graduated by demonstrating their letter proficiencies by writing the letter perfectly on a standing white board. This daily process was complete when each student had visited the Handwriting Center and graduated from the letter of the day. All letters within the English alphabet were addressed at the Handwriting Center.

Data Collection Plan

Data was obtained in a variety of ways. To determine the pre-existing knowledge of students, each kindergartner was provided a short questionnaire. This document asked students to write all the letters of the alphabet in upper and lower case letters. This data collection tool was designed to evaluate the pre-existing knowledge of the respondent group. In order to determine if individual instruction provided significant penmanship proficiency increases, the researcher administered pre and post assessments to kindergarten students. Before the researcher taught a certain letter, students were provided with handwriting paper and asked to write the letter of study. The researcher noted the pen strokes students used to create the letter as they complete the pre assessment. After the pre assessment was finished, the researcher completed the teaching process connected to the letter of study. After the teaching process was complete, the researchers administered a post assessment. This assessment evaluated the students writing proficiency of the letter of study. The post assessment was identical to the pre assessment and was completed on hand writing paper. During the post assessment, the researcher noted the pen strokes used by students to form the letter of the day. To determine if writing proficiencies decreased over time, the researcher administered pre and post handwriting assessments to kindergartners before and after a weekend break. On

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Friday, after a letter of study was complete, the researcher asked students to write the letter on handwriting paper. The researcher noted the strokes used to create the letter. On Monday, after the weekend had passed, the researcher asked students to complete a post assessment. This assessment was identical to the pre assessment. The researcher did not provide any direct instruction or academic review before administering the post assessment. To determine if handwriting skills could be transferred from handwriting paper, to blank top paper, the researcher once again utilized a pre and post-assessment. The researcher asked students to write several letters, in a row, on blank top paper. This activity served as a pre assessment. The researcher then completed teaching lessons on the letters which students wrote on blank top paper. After these lessons were complete, the researcher asked students to once more, write those letters in a row on blank top paper. This served as a post assessment. Furthermore, the author of this study was able to gather data from the written journals students completed, outside of handwriting lessons, to understand if they were able to transfer writing skills from handwriting paper to blank top paper. Finally, in an effort to determine if students could complete a summative handwriting test with a 70% success rate, the researcher administered a written test to the respondent group. This test was completed on handwriting paper. The researcher asked each student to write the alphabet, including both upper and lower case letters, and to complete each letter using the pen strokes they have learned at the Handwriting Station. The researcher observed the pen strokes students made; noting if they were correct, and also reviewed the students completed written letters.

Brian Straub - Final Report - Edu. 690 - Module 10 Please refer to Figure 1 which is a Data Collection Matrix. This matrix provides a

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graphical display of the various data collection methods which were utilized within this action research project: Figure 1 Questions D.S. 1 D.S. 2 D.S. 3

Preexisting knowledge? Individual instruction and increased writing proficiency Proficiency retention after the passage of time Skill transfer from handwriting paper to blank top paper Summative 70% success rate?

Student Survey / Questionnaire Pre-Test Post-Test

Pre- Test

Post-Test

Pre-Test

Post-Test

Journal Observations

Summative Test

Data Analysis
After data was gathered, the researcher analyzed the results. The author of this study reviewed the student questionnaires which were provided to the respondent group in order to understand the students levels of pre-existing knowledge relevant to the alphabet, and their ability to form upper and lower case letters. The researcher identified which students already knew the upper and lower case letters in the alphabet, and was able to judge their current levels of handwriting proficiencies by evaluating the letters students wrote on the questionnaire.

Brian Straub - Final Report - Edu. 690 - Module 10 Legibility issues which were evaluated include 1. Neatness 2. Spacing and 3. Slant. (See Appendix A)

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To determine if the researchers handwriting lessons significantly increased handwriting proficiencies, the author compared the pre and post assessments which were taken before and after students completed a teaching unit on specific letters. The researcher compared the neatness, spacing, and slant of the letters which were created during the pre and post assessments provided within the data collection phase. The researcher compared the strokes students used to create their letters within the pre and post assessments. Legibility characteristics were scored on a 1-5 scale. (A score of 5 represented complete proficiency and a score of 1 represented proficiencies which were judged as inadequate). The researcher was able to quantitatively analyze the data by comparing the numeric scores of the pre and post assessments. (See Appendix B) The same pre and post assessment measures were used to evaluate if students lost handwriting proficiencies over time. The researcher compared and evaluated the pre and post assessments which were taken before and after a weekend. (See Appendix C) To determine if handwriting skills could be transferred from handwriting paper to blank top paper, the researcher compared pre and post assessments. The researcher compared the neatness, spacing, and slant of the letters written on blank top paper within the pre and post assessments within the data collection phase. The author used the same 1-5 scale to quantitatively analyze the results. (See Appendix D) Finally, the researcher was able to analyze the results of the final summative handwriting test to determine if individual handwriting instruction significantly increased handwriting proficiencies within a kindergarten classroom. The researcher evaluated each letter created, and

Brian Straub - Final Report - Edu. 690 - Module 10 noted the neatness, spacing, and slant of the character. The researcher utilized the same 1-5 measurement system to provide numeric metrics around the process. The author was able to

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determine if 70% of the letters created were within the 4-5 range within the scoring scale. If class average results indicated that 70% of letters were created within the 4-5 scoring range, the researcher would be able to determine that individual handwriting did significantly affect handwriting performance within the kindergarten grade level. (See Appendix E)

Sample Selection
Six kindergarten students were involved with this action research project. These students attended Berwick Academy which is a private school in South Berwick, Maine. Kindergarten classroom teachers Mrs. Williams and Mrs. Cooper supported the effort to complete this action research project.

Results
The results of this action research project are identified and discussed in the subsequent portions of this report.

Findings
This study did not find a significant connection between individualized handwriting instruction and increased student writing proficiencies. A survey designed to measure the pre-existing abilities of students to form 52 letters of the alphabet (26 letters in both upper and lower case forms) revealed that students did not hold pre-existing knowledge of letter formation. All six members of this study were not able to form the complete alphabet, and only one member of the study was able to demonstrate adequate letter

Brian Straub - Final Report - Edu. 690 - Module 10 neatness, spacing, and slant. Please see Figure 2 which serves as an example of student preexisting penmanship knowledge. Figure 2

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As demonstrated from the example, it became apparent that the members of this study did not possess significant pre-existing knowledge relative to alphabet handwriting. To evaluate the effectiveness of individualized handwriting instruction, students completed a pre and post assessment which evaluated letter formation before and after letter instruction. All six students did not demonstrate significant legibility increases after receiving instruction. Alternatively, all six students did demonstrate the ability to form letters using the correct pen strokes after instruction. Figure 3 represents typical pre and post-test evaluations of letter formation before and after individualized instruction. The legibility score remained constant within the pre and post assessments, while the pen stroke score moves from incorrect to correct. Figure 3

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In an effort to determine the retention of handwriting skills after the passage of time, students were asked to form a letter after individualized instruction before and after a weekend break. The results of the six members of this study were similar to those found within Figure 4. After the passage of time, legibility scores decreased along with the ability to form letters using correct pen strokes. No student demonstrated an increase in ability, nor did any student demonstrate equal proficiencies within the post-test as they did within the pre-test.

Figure 4

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This example serves to demonstrate student decreases in writing proficiency after the passage of time from an immediate individualized lesson. Legibility scores decrease along with the ability to form letters using correct pen strokes. An additional measure of individualized handwriting instruction was to evaluate a students ability to form letters on blank top paper. Students were asked to form letters on blank top paper before and after receiving individualized instruction. Handwriting paper allows students to measure their letters in reference to the mid-line of the writing paper. This enables students to differentiate upper and lower case letters in many situations. After administering pre and post assessments, it became apparent that students were not able to transfer writing skills between handwriting paper and blank top paper. Figure 5 demonstrates this challenge for kindergarten students. All members of this study struggled to differentiate lower and upper case

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letters without the use of a mid-line. Comparing the letter Os within Figure 5 illustrates student inabilities to differentiate upper and lower case letters without utilizing the mid-line within handwriting paper. This was a common theme among all research respondents. Figure 5

The final component of the data collection process was the student completion of a summative assessment which evaluated handwriting proficiencies. Completed summative assessments did not show significant increases in writing proficiencies compared to the initial student knowledge survey. Five of the six summative assessments were not complete, that is, students did not write each letter within the alphabet in upper and lower case forms. To minimize outside influence, the administrator of these summative assessments provided students with

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instructions, but did not force students to complete the entire alphabet; these efforts were purely student driven. Figure 6 and 7 represent common summative feedback from the respondent group. Figure 6 illustrates that letters A L are written in both upper and lower case forms, while letters M Z are omitted from the summative survey. Figure 6

Figure 7 provides numeric scores which evaluate the neatness, spacing, and slant of the letters written within the summative assessment. Scores of 5 indicate proficiency whereas a score of 1 indicates non-proficiency. The average score of the letters provided within the sample summative assessment is 3.59. It is important to note that this average score measures an incomplete alphabet, as five of the six respondents were unable to complete all 52 characters. Figure 7

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Discussion
This action research project collected large amounts of data among a variety of kindergarten respondents. It appears that there is not a significant relationship between individualized handwriting instruction and student handwriting proficiencies. Pre and post-tests did not provide data which correlates improved handwriting proficiencies and individualized instruction. Several tests were administered to evaluate a connection between student proficiencies and handwriting instruction; and in each instance there was no significant increase

Brian Straub - Final Report - Edu. 690 - Module 10 in letter legibility after instruction. Figures three, four, and five each display exemplar data which does not show a connection between improved writing legibility and individualized

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instruction. Legibility scores remained around 3 (partially proficient) before and after individual instruction. Conversely, there was an increase in a students ability to form letters using proper pen strokes after instruction. Figure three illustrates a students ability to form letters using proper pen strokes after instruction, even though a students written legibility does not increase. The summative assessment within this action research project speaks volumes. After students received instruction on the letters of the alphabet, they were unable to complete a summative survey which tasked them to write all 52 characters within the alphabet. Average letter formation scores were around 3.5 (out of 5) for the letters that were included within the summative survey. These scores indicate that there was not a connection between handwriting proficiencies and individual instruction within this action research project.

Limitations of the Study

This action research project was conducted with kindergarteners between the ages of five and six years old. Through the course of collecting data, it became apparent how limited the attention spans of research respondents were. Asking a five year old to complete a summative assessment of 52 characters is a challenging task. Kindergarteners are only able to focus for a few minutes at a time. The methodology of this action research project did not fully anticipate this issue. Student effort and attention spans greatly impacted the data which was collected during this project. In retrospect, this project may have collected more valid data if summative assessment measures did not require sustained student focus for more than two minutes. Kindergarteners appear to be unable to slow down and focus on a task for longer than 120 seconds, and this developmental challenge impacted student performance on the pre and post-

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tests included within this action research project. The methodology of this action research project did not account for the limited attention spans of five year olds, and may have impacted the results of this handwriting analysis.

Summary and Further Research Needed

In summary, this action research project concluded that there is not a significant connection between student handwriting proficiencies and individual instruction. Five separate assessments were used to evaluate connections between student proficiencies and individual instruction, and in each scenario, no major connections were identified. Writing legibility was not significantly improved after instruction. The only significant proficiency increase after instruction was a students ability to form letters using the appropriate sequence of pen strokes as published by Zaner Bloser. Students were unable to form all 52 letters of the alphabet after instruction; they were also unable to differentiate upper and lower case letters when written on blank top paper. Furthermore, students appeared to lose writing proficiencies over the passage of time. It appears that the ability to form legible letters for all 52 characters within the English alphabet is a major challenge for kindergarten students. This action research project has illustrated how important it is for teachers to begin handwriting lessons early in an effort to produce proficient writers who enter the 1st grade.

Action Plan
After collecting and analyzing data gathered from this action research project, an action plan must be proposed which reflects the best interests of kindergarten learners. The data collected from this study did not provide evidence that student handwriting proficiencies significantly increase after receiving explicit penmanship instruction. It is important to note that

Brian Straub - Final Report - Edu. 690 - Module 10 even though letter legibility did not increase after individual instruction, the sequence of pen

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strokes used to form letters did increase after handwriting instruction. This improvement implies that students may not possess the fine motor skills required to form perfect letters, but they do possess they cognitive skills required to recall the correct sequence of pen strokes used to form perfect letters according to the Zaner Bloser Approach. (Ex. When forming a lower case t the writer begins by placing their pencil at the top line, pulls to the bottom, then places their pencil at the midline, and slides right.) This study proposes an action plan which places a learning emphasis upon fine motor skills. Students must develop the fine motor skills required to steer their pencils in the left/right and forward/backwards motions required to form legible letters. It is proposed that kindergarten students complete a variety learning activities within the standard curriculum which are designed to improve students fine motor skills. As kindergarten students learn to control the minute movements of their hands and fingers, these skills will transfer into an ability to form perfect letters. Learning activities which develop fine motor control skills are often easy to set up, and provide the setting required for students develop hand strength and finger articulation. Exemplar fine motor control activities include placing clothes pins on a rope or stretching rubber bands across push pins. (Please see Figures 8 and 9 for a graphic representation of these fine motor control learning opportunities.)

Figure 8

Figure 9

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(Google, 2013)

(Google, 2013)

Furthermore, this action plan proposes that kindergarten teachers begin teaching specific letter instruction at the onset of the academic year in tandem with providing fine motor skill development opportunities. This macro level plan provides the foundation required for kindergarten students to develop advanced handwriting proficiencies. Forming the letters of the English alphabet requires an ability to demonstrate fine motor control in unison with the cognitive ability to recall the specific sequence of pen stokes required to form letters in accordance with the best practices as outlined by Zaner Bloser. This study proposes that if kindergarten students develop fine motor controls, and study the Zaner Bloser approach to handwriting then they will develop the skills necessary to correctly form all 52 characters within the English alphabet. This plan suggests that kindergarten teachers should instruct one letter per day in both upper and lower case forms beginning at the onset of the academic year. This instruction should focus on the specific sequence of pen strokes required to form each character. This instruction should overlap with daily fine motor control development. Kindergarteners could complete fine motor control activities as part of their Learning Centers and teachers may provide direct instruction of each letter during a daily Morning Meeting. This action research plan proposes that kindergarten students would be able to correctly form all 52 characters within the English

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alphabet if their daily curriculum included fine motor control development in tandem with Zaner Bloser handwriting instruction. This plan was presented to kindergarten teachers who currently work within Berwick Academys Lower School. Furthermore, this comprehensive plan was shared with a group of six intern teachers who are in the process to become certified teachers in the state of Maine. Lastly, this action plan will be shared with the director of Berwick Academys Lower School, Joel Hawes, in an effort to understand how to further refine effective handwriting instruction. As these groups of educators move forward into elementary education, their thoughts regarding handwriting instruction will be influenced by this action plan. This action research study has determined that kindergarteners are able to recall the pen strokes required to form letters, but struggle with the fine motor skills required to execute the correct formation of English alphabet letters. This action research plan has identified the need to develop the fine motor skills of kindergarten students, and these concepts have been shared with a community of elementary educators in southern Maine.

Conclusions
This action research project did not find a significant link between individualized handwriting instruction, and increased penmanship proficiencies of kindergarten students. Student handwriting did not significantly improve in the areas of 1. Neatness 2. Spacing and 3. Slant after receiving direct instruction and independent practice of each letter of the alphabet. Despite this lack of proficiency gains, students did gain the ability to form letters using the correct sequence of pen strokes after instruction. This implies that kindergarten students are able to comprehend and retain the cognitive ability to recall the correct pen strokes when forming

Brian Straub - Final Report - Edu. 690 - Module 10 letters, but they may lack the kinesthetic fine motor controls required to move pencils across paper in a manner which promotes the neatness, spacing, and correct slants of English letters.

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Elementary educators must be aware of the fine motor control skills which are required to correctly form letters within the alphabet. Kindergarten teachers may improve the handwriting skills of their students by utilizing components of the action plan included within this report. If kindergarten teachers implemented fine motor control exercises within the daily kindergarten curriculum in unison with instructing specific letter formations in accordance with the Zaner Bloser teaching model; student handwriting proficiencies would significantly increase. This scope of learning opportunities may allow kindergarten students to develop the kinesthetic abilities required to form letters which are neat, spaced correctly, and hold the correct slant and also provide students with the cognitive abilities required to form letters using the correct sequence of pen strokes. The ability to form legible letters, and be to have good handwriting, is a taught skill. Young learners will benefit from an ability to write legibly throughout their entire academic and professional lives. For this reason, it is critical for classroom teachers to maintain the instruction of handwriting skills.

References
Chase, C. (1979). The Impact of Achievement Expectations and Handwriting Quality on Scoring Essay Tests. Journal of Educational Measurement, 16(1), 39-42.

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DuFour, R., Dufour, R., & Eaker, R. (2008). Revisiting Professional Learning Communities at Work. Bloomington: Solution Tree Press. Emerson, C. (1966). Remedial Handwriting. Elementary English, 43(7), 756-758. Gentry, R. (2003). Zaner-Bloser Handwriting. Columbus: Zaner-Bloser, Inc. Graham, S., Boyer-Shick, K., & Tippets, E. (1989). The Validity of the Handwriting Scale from the Test of Written Language. The Journal of Educational Research, 82(3), 166-171. Groff, P. (1961, December). New Speeds of Handwriting. Elementary English, 38(8), 564-565. Horn, E. (1962, March). Questions for Research on Handwriting. The Elementary School Journal, 62(6), 304-312. Kelley, R. (2007, November 3). The Daily Beast. Retrieved February 5, 2013, from The Writing on the Wall: http://www.thedailybeast.com/newsweek/2007/11/03/the-writing-on-thewall.html Northeast Foundation for Children, I. (2012, October 20). Responsive Classroom. Retrieved from http://www.responsiveclassroom.org/ Polkinghorne, A. (1946). Current Practices in Teaching Handwriting. The Elementary School Journal, 47(4), 218-224. Smith, K., & Schappe, R. (1970). Feedback Analysis of the Movement Mechanisms of Handwriting. The Journal of Experimental Education, 38(4), 61-68. Turner, J. (2012, November 30). Slate. Retrieved February 5, 2013, from Is Handwriting Worth Saving?:

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http://www.slate.com/articles/arts/books/2012/11/typing_replaces_handwriting_philip_he nsher_s_the_missing_ink_reviewed.html

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Appendices
Appendix A Pre-Existing Knowledge Name:__________________________________________

Please write all of the letters in the alphabet. Please write the letters in both upper and lower case forms. If you dont know all the letters, that is okay, just write as many as you know.

Brian Straub - Final Report - Edu. 690 - Module 10 Appendix B Proficiency Increase from Individual Instruction

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Name ___________________________________________________ Pre Test Please write the letter ________ in both upper and lower case forms below.

Legibility Score ______ (1-5) Pen Strokes _______ (Correct / Incorrect)

Post Test

Please write the letter ________ in both upper and lower case forms below.

Legibility Score ______ (1-5) Pen Strokes _______ (Correct / Incorrect)

Appendix C Retention of Skills after Passage of Time

Brian Straub - Final Report - Edu. 690 - Module 10 Pre Test Please write the letter ________ in both upper and lower case forms below. Legibility Score ______ (1-5) Pen Strokes _______ (Correct / Incorrect)

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Post Test Please write the letter ________ in both upper and lower case forms below.

Legibility Score ______ (1-5) Pen Strokes _______ (Correct / Incorrect)

Brian Straub - Final Report - Edu. 690 - Module 10 Appendix D Transfer of Skills from Handwriting Paper to Blank Top Paper

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Name ___________________________________________________ Pre Test Please write the letter ________ in both upper and lower case forms below. Legibility Score ______ (1-5) Pen Strokes _______ (Correct / Incorrect)

Post Test Please write the letter ________ in both upper and lower case forms below.

Legibility Score ______ (1-5) Pen Strokes _______ (Correct / Incorrect)

Brian Straub - Final Report - Edu. 690 - Module 10 Appendix E Summative Assessment

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Name _____________________________________________________

Please write all of the letters in the alphabet. Please write the letters in both upper and lower case forms. If you dont know all the letters, that is okay, just write as many as you know.

Brian Straub - Final Report - Edu. 690 - Module 10 Letter A a B b C c D d E e F f G g H Neatness (1-5) Spacing (1-5) Slant (1-5) Avg. Score

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Brian Straub - Final Report - Edu. 690 - Module 10 h I i J K k L l M m N n O o P p

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Brian Straub - Final Report - Edu. 690 - Module 10 Q q R r S s T U u V v W X x Y y

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Brian Straub - Final Report - Edu. 690 - Module 10 Z z

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