Vowel Clustering Teaches Handwriting Part 2

by Elaine Clanton Harpine, Ph. D

Part 2: Decoding and Handwriting are Connected

I am frequently asked, “Why do you spend so much time on handwriting?” Parents, teachers, and sometimes even students are confused about why I teach handwriting at my reading clinics. I teach handwriting because emphasizing handwriting helps all of my students improve in reading. Neuroimaging research shows that just looking at and identifying the alphabet letters from a chart does not help children learn to read. Memorizing the alphabet song does help students learn to alphabetize. Yet, it still does not help children learn to read. Practicing using letters on a computer, iPad, or other electronic device also does not improve letter recognition or reading skills. On the other hand, writing by hand and correctly shaping alphabet letters does help children improve their reading skills. Why? Handwriting differs from typing.

Keyboarding or typing involves selecting letters. Neuroimaging research shows that when students shape the letters by hand that requires a student to engage their language skills, use their working memory, and to cognitively process or think about all associations with that letter. Therefore, handwriting engages the brain in the same way that reading does. Handwriting requires the student to think and remember the letter symbols. When students type or merely say the alphabet letters orally, they do not engage the same cognitive processes in the brain. Handwriting interacts with letter sounds as the student is writing.

The brain only attaches writing a letter with the sound for that letter when letters are shaped correctly. Therefore, scribbling doesn’t count or teach the brain to identify and recognize the letter sounds. Scrolling letters across a blank page doesn’t count. Instead, students must write legibly and shape the alphabet letters correctly in order to receive any benefit for reading. does not show the same connection with cursive writing as it does with block-style writing; therefore, I teach only block-style handwriting.

Never use crayons or markers to teach handwriting. Only use pencils.

At all of my reading clinics, I teach handwriting. I use tracing sheets. First, I have students trace the letters to learn the shape of the letters. I have students use three or four different colors of colored pencils and trace over the letters several times. Do not use crayons or markers; they distort the letter shapes. By tracing the letters with colored pencils, the children can tell when they’re on the dots and when they are off the line. I use tracing sheets that have the arrows so that children can learn to make and shape their letters correctly. If the letter is not written correctly, the child erases and tries again. As I tell the children, “it’s important to train our brain to recognize and shape these letters correctly.” With colored pencils, we turn the practice into a game to see what colors we can make as we combine colors while we trace the letters.

Then, the children say and read the letter sounds. Making the connection between letter shapes and sounds is very important in vowel clustering. Next, I have the students do all of their writing on manuscript style writing paper. I continue to emphasize shaping letters correctly.

It is important that handwriting and reading be taught at the exact same time. For example, if we are teaching words that use the at sound; we first trace and write the letters. Then, read, write, and spell words that use the at sound: at, cat, fat, rat, mat, hat. We then add these new written words to one of our creative art projects, such as a paper towel tube rocket. We say to fuel the rocket we need 25 new words. These words can be as simple as at, cat, bat. Or the words can be multisyllable or compound words using the same phonemic sound: acrobat, cattle, matter, atmosphere. Each child works at their individual ability level, regardless whether it be with beginning sounds or more complex sounds.

If you have questions, please contact me. I’m always happy to help: clantonharpine@hotmail. com

Elaine Clanton Harpine, Ph. D.

A Saturn V rocket made from pop bottles and construction paper, covered with words that students have captured, is an intrinsic motivator. The project is fun and the students learn new words.

For more about the rocket, see: https://www. groupcentered.com/reading-blog/tutoring-hint7-intrinsic-motivation-is-better-than-extrinsicrewards

Teaching block-style handwriting is essential for teaching reading. We cannot have effective reading without effective handwriting. Research