Collette Debra, Anson Kylie, Halabi Nora, Schlierman April, Suriner Allison
Debra Collette, OTD, OTR/L, is Assistant Professor, Department of Occupational Therapy, School of Health Sciences, Sage Colleges Graduate School, Troy, NY;
Kylie Anson, MS, OTR/L, is Occupational Therapist, Select Rehabilitation, Troy, NY. At the time of the study, she was student, Department of Occupational Therapy, School of Health Sciences, Sage Colleges Graduate School, Troy, NY.
Am J Occup Ther. 2017 Nov/Dec;71(6):7106220010p1-7106220010p9. doi: 10.5014/ajot.2017.021808.
Handwriting is the cornerstone of written performance and communication for school-age children. This mixed-methods study explored the impact of Common Core State Standards on handwriting instruction and its effects on perceptions regarding children's written responses in elementary school. Using surveys and interviews of elementary teachers, occupational therapists, and administrators in New York State public schools, we sought to understand current trends in handwriting instruction, changes in time spent on handwriting instruction in the classroom, supports offered to students who did not meet expectations for handwriting, and the impact of Common Core on children's written expression. Themes emerged revealing decreased handwriting instruction time and inconsistent use of handwriting instructional programs in the classroom after implementation of Common Core. Handwriting should be considered as a greater component in the foundational standards in Common Core. Occupational therapy services can support handwriting instruction implementation.
书写是学龄儿童书面表现和交流的基石。这项混合方法研究探讨了《共同核心州立标准》对书写教学的影响及其对小学儿童书面回答认知的影响。通过对纽约州公立学校的小学教师、职业治疗师和管理人员进行调查和访谈，我们试图了解书写教学的当前趋势、课堂上用于书写教学的时间变化、为书写未达预期的学生提供的支持，以及《共同核心州立标准》对儿童书面表达的影响。研究发现，在实施《共同核心州立标准》后，课堂上的书写教学时间减少，书写教学计划的使用也不一致。书写应被视为《共同核心州立标准》基础标准中更重要的组成部分。职业治疗服务可以支持书写教学的实施。
