Effect of Time of Transition from Manuscript To Cursive Writing upon Subsequent Performance In Handwriting, Spelling, and Reading

Abstract

The purpose of this study was to determine whether there is an optimum time for the transition from manuscript to cursive writing in terms of subsequent performance in handwriting, spelling, and reading. Scores on reading, spelling, and handwriting measures were obtained from 120 fourth- and 120 sixth-grade subjects who had made the transition at one of the four most common transition times, i.e., first half of second grade, second half of second grade, first half of third grade, second half of third grade. Time of transition was associated only with handwriting performance: late transition was associated with rapid writing and early transition with legible writing.