Abstract
The purpose of this study was to evaluate the effect of two handwriting approaches, D’Nealian and Sunform, on kindergartners’ letter formations. Forty-one participants received D’Nealian handwriting instruction as the control group; 133 kindergartners were instructed in Sunform as the experimental approach. Pre-post tests at the beginning and end of school year asked kindergarten students to write the letters of the alphabet from memory. The letter formations were scored on a 4-point rubric for directionality and integration. The results showed the Sunform group had significantly higher scores on all but three letters of the alphabet. The D’Nealian students had considerably lower scores on missing or extra strokes, distortions and open letters. The findings of this study support the value of using an integrated, meaningful curriculum that appeals to young children and that supports motor development by requiring students to cross the midline to form counter-clockwise circles and diagonal lines. Implications for future research are included.
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The author wishes to thank Mary Lou Sundberg and her team of assessors for their assistance.
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Shaw, D.M. The Effect of Two Handwriting Approaches, D’Nealian and Sunform, on Kindergartners’ Letter Formations. Early Childhood Educ J 39, 125–132 (2011). https://doi.org/10.1007/s10643-011-0444-2
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DOI: https://doi.org/10.1007/s10643-011-0444-2