[Source:  Reading and Writing via Your Therapy Source]

Reading and Writing published research on handwriting automaticity of 177 Australian children in 23 classrooms at the end of kindergarten and the amount and type of writing instruction they experienced before entering first grade.  Individual child level data (e.g., handwriting automaticity and word-reading skills) were collected and teachers were asked to complete a survey assessing the amount of time and types of writing activities developed in their classrooms (e.g., teaching basic skills and teaching writing processes).

The results indicated:

• a total variance of approximately 20% in children’s handwriting automaticity attributable to differences among classrooms when gender and word-reading skills were controlled for.
• large variability in the amount and type of writing instruction reported by a subset of participating teachers.

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