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  • Download Sound

    Peterson Handwriting
    is Part of Our
    Recorded Classrooms

    by Carl Peterson


    Students produce legible,
    fluent printing after a few hours
    in our classes.

    Poor handwriting is a major
    barrier for life.

    Many children try very hard
    to make the characters
    to their parents' satisfaction.

    It's usually not enough.

    Some students take several hours
    to write their homework.

    Why?
    --------------------

    REASONS FOR POOR HANDWRITING

    A negative response
    to constructive criticism
    in toddler and preschool years.

    "Color between the lines"
    and other disparaging remarks
    limit necessary practices.

    Children also have poor handwriting
    because of:
    Limited practice
    Competing activities
    Television and computer games.

    Lack of handwriting success
    causes avoidance.

    Competing verbal time
    limits practice.
    ----------------

    OUR RESULTS:

    All our students
    make major improvements
    in their handwriting skills.

    How?

    Handwriting is taught in
    high speed practices.
    ----------------


    COMMON PROBLEM
    WRITING AVOIDANCE

    Early attempts to write are
    a painful experience.

    Caused by unpleasant reactions
    to constructive criticism.


    Writing becomes associated
    with embarrassing experiences.

    Avoidance is usually a reaction
    to previous:
    Constructive criticism
    Public putdowns
    Feelings of inadequacy
    Inability to please parents
    Low self-esteem
    Low self-concept
    Apologizing for handwriting

    Writing quality is easily measured.

    Students know they are easily measured
    and are unlikely to measure up.

    There is an absence of reward.

    Writing behavior
    is unlikely to be repeated.
    ---------------------

    PETERSON INSTRUCTION

    Characteristics:

    Simple assignments.

    Hard to get confused.

    Practice is paced by the tapes
    instead of a tired parent
    or teacher.

    Easy monitoring of progress.

    Our classrooms schedule students
    for hand writing practice
    until it can be accomplished
    in much less than an hour.

    Result:

    Homework quickly becomes regular.

    Usually takes less than an hour.
    ---------------------


    OTHER BENEFITS

    Students learn common uses
    of capitals and periods.

    Some phrases have capital letters
    and periods to be practiced.

    Capitals start each cluster.

    Periods end complete sentence
    clusters.

    Phrases allow student to learn
    spelling patterns
    and variations on meaning.

    Students learn common ways
    to organize phrases,

    then sentences.

    Students learn
    common grammar patterns
    at the same time.

    We can rationalize
    the time we spend
    on handwriting practice
    because we are making improvements
    in other areas at the same time.
    ---------------------


    WE TEACH SEVERAL SKILLS
    AT THE SAME TIME

    HANDWRITING
    VOCABULARY
    GRAMMAR
    SPELLING

    We make improvements
    in all these areas
    during the same practice hours.

    Combining all these goals and results
    allows you to justify
    the hours spent.

    We compare pre and post scores
    in all four areas.
    -------------------


    PHILOSOPHIES OF
    PETERSON HANDWRITING

    Below are the essential steps
    for getting around the reluctance
    to put words on paper.

    Child must be able
    to do the assignment.

    Child is motivated
    by opportunities to succeed
    in a group.

    Child can learn from
    a model parent
    a model teacher
    or a peer model.

    Child must have quick successes.

    Social rewards must be available for:
    being on task
    completion of task
    gradual improvements.

    Eliminate critical feedback
    and "helpful suggestions."

    Emphasize self-correction.
    Eliminate teacher correction.

    Nothing is allowed
    to interfere or halt
    student practice time.

    Repetitive auditory pronouncements
    pace the student during
    tracing and copying practices.

    SPEED

    High speed interaction.

    Limits time required
    for homework.

    30 words per minute rate
    1800 words per hour

    15 words per minute
    900 words per hour

    10 words per minute
    600 words per hour
    -------------------


    CAUSES OF POOR HANDWRITING

    ERROR CORRECTION
    HURTS NEW WRITERS

    Students that attempt to write
    earn a lot of criticism
    from parents and peers.

    SELF CORRECTION
    AVOIDS DESTRUCTIVE CRITICISM

    Peterson's students
    correct most errors
    as they make them.

    Self-correction develops
    critical thinking skills.

    Tracing and copying
    gives the child immediate feedback
    rather than "helpful criticism."

    The child will eventually
    make the right decisions
    without parental help.
    -----------------


    HIGH SPEED WORKS BETTER

    Problems go away quickly
    after daily hours
    of high speed practices.

    Slow practices allow too much time
    for the student
    to be self critical.

    Intermittent practices
    allow intermittent progress
    or no progress.

    The child needs to see
    a solution within months,
    not years.
    ---------------------


    REVIEW

    TRACING VS
    LOOK, UNDERSTAND AND COPY

    Let the student
    work as close to the model as possible

    Immediate self-instruction
    immediate self-feedback
    when they write outside the line.

    Easy homework assignment.

    Easily graded by teachers.

    Limits criticism by parents.

    Limit confusion in the assignment

    Easier self correction

    Easy to compare results

    Easier to push for speed

    Avoids transposition
    and reversals of letters

    Students practice the correct shapes
    rather than practice mistakes.

    Auditory memory and inner speech
    response has the same
    or better benefit.

    Tactile and kinesthetic memory
    is enhanced.
    --------------------------


    CONTEXT LEARNING

    Tracing of phrases or sentences
    rather than word by word
    or letter by letter.

    Get time on task
    and speedy hand movements
    before asking for complex quality
    ----------------------------


    DEFINITIONS


    Print - letters are separated
    Cursive - letters joined together
    -------------------


    PRINTING OR CURSIVE?

    Printing practice helps the student
    match the letters
    in printed materials.

    Learning cursive is helpful for speed.

    Students almost always write faster
    if they can write cursive.

    Cursive word counts
    are consistently higher.

    Why?

    A.
    The pen doesn't have to
    leave the paper as much.

    A.
    It may be easier
    to establish a rhythm.
    -------------------


    PETERSON CURSIVE PHRASES

    We print some
    of the meaning phrase books
    with a cursive style.

    We mix both styles in the drills
    until the cursive habit is learned.

    Students usually choose cursive
    once they find it is faster
    for them.

    Stop using our cursive
    books when adequate
    cursive writing style is learned.
    ---------------------


    PROBLEM

    Tracing in other printed books
    can be difficult.

    Less than 14 point type
    is too small to easily trace
    or read.


    SOLUTION

    Larger type helps
    easy recognition
    for easy tracing.

    We use 16 point bold.

    PROBLEM

    Most handwriting practice texts
    are not very interesting.

    SOLUTION

    Clustered meaning phrases
    add interest during
    the handwriting practice.

    Most students will go along
    with the class
    and even enjoy
    the timed speed drills.

    Speed scores are kept
    and students like the winning.

    No teacher criticism is allowed.
    --------------------


    QUALITY DRILLS

    After several high speed practices
    with 4-peats:

    Slow down the drill.

    Play the 8-peat tapes
    instead of 4-peat tapes.

    This will reduce the speed
    from 30 to 15 words per minute.

    Teachers announce that
    students are to follow the pace
    of the tape.

    "Don't get ahead of the tape."
    ---------------------

    PROBLEM

    Word processing on computers
    has replaced many forms
    of handwriting.

    PROBLEM

    High speed writing
    is essential for note taking.

    We need to take notes to remember.

    A computer
    is not always available.

    Hand-held personal computer note-taking
    is too slow.

    Palm pilots require users
    to learn different
    slow printing styles.
    ---------------


    QUESTIONS AND ANSWERS

    SKILLS TOO LOW?

    Ability to low?

    A.
    Unlikely.

    Even developmental lag students
    seldom need dot to dot pictures.

    Enlarged letters work
    in the beginning.

    Enlarged letters work well.


    SERIFS OR NOT?

    A.
    Printed letters work
    with or without serifs.

    You could choose
    to start without serifs.

    The child's mind
    will quickly recognize
    that each style
    means the same thing.

    Child is simply told
    they don't have
    to add the serifs.
    ------------------

    COORDINATION PROBLEMS?

    Early writing failures
    might have been exacerbated
    by a slight developmental delay
    of coordination skills.

    The good news.

    Most coordination problems disappear
    before kindergarten.

    The bad news.

    The psychological reaction
    to early criticisms
    usually lasts forever.
    -------------------


    LABELED 504?

    Some 504 students need to spend
    a short amount of time
    working on large motor skills.

    Few students continue
    to be dyslexic or dysgraphic.

    Short Phrases eliminate
    wide line tracking failures
    problems and delays.

    Pages are easily enlarged
    if student needs
    large motor practices.

    Auditory input
    gets the student used
    to paying attention.
    --------------------

    COMMENT

    National writing skills are poor.



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