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This general division of labor points out the need for specific training in different but related areas. It is easy to see that there is more to written language skill than visual word recognition and memorization of new words and their meanings. The brain must learn how to coordinate these different processes and do it in an automatic fashion.  The need for physical pattern training becomes clear when you consider the tasks as separate functions.

Does this new understanding of the processes indicate a need for direct phonics instruction? Can the transcription process be automated if understanding of the relationship between sounds and symbols is minimal due to the implied learning demanded by sight word instruction?

For fluent writing the brain must learn how to coordinate the whole array of functions in one smooth, integrated operation. We need to provide instruction that will challenge the brain to automate. The child who must think about drawing letters, is quite naturally going to have trouble with the text generation phase. Cognitive functionality has limits. The condition of cognitive overload was described decades ago and named Overburdened Cognitive Process.

In higher grades this condition may be revealed by different signs related more to the text generation process. Typical examples would be poor spelling, overly simplistic sentence structure and worst of all, avoidance of the writing process as a tool for learning.

In grades one through five, a spelling example should be waving a gigantic red flag in the face of educators. Why do students correctly spell all the words orally but miss several words on the written test? And why does it take so long to write the words when we dictate them for the test? Why do so many fail to integrate new words into their written vocabulary?  All of these symptoms relate to the same basic need for automation. A simple poll of students in classrooms shows that a majority do not practice new words by writing them - particularly in grades four through eight. The avoidance of effort is natural but should be addressed by the teacher. It makes sense that transcription practice of new words should be an important objective for the efforts aimed at expanding vocabulary.

Given the right kind of motor-learning experience, the brain can learn how to automate movement sequences needed for transcription.  The child needs an internal model for control of the physical letter production process to enable phonemic translation into movement packages. Our experience with thousands of pupil samples indicates that a step-by-step skill acquisition process is at play, similar to the six stages of reading skill acquisition described by Jeanne Chall (1983a. 1983b), at the Harvard Reading Laboratory. Chall provided convincing evidence that reading skill acquisition progresses through the six stages in a set order. Incomplete skills at stage two will block integration of stage 3 skills.

Stage one for transcription skills, assuming phonemic awareness and understanding, would be acquisition of internalized letter production patterns. Incomplete skill acquisition would interfere with our efforts to expand vocabulary and integrate a new list of words each week. As new words are presented, the child needs to integrate patterns for word production in order to facilitate use in a fluent text generation process. A lack of stage one skills for automatic letter production, will block word integration. Recent research has provided us with the means to target the internal model and build skills that can automate the Transcription Process.

Automating The Transcription Process

The overall goal is fluent legibility. We want our students to be able to put thoughts onto paper quickly and easily.  We have identified a key to understanding the automated process. It is actually quite easy to teach the skills for fluency when you know more about the movement control processes.

Two Options for Movement Control

Ballistic - Automatic Control is primarily internal model Strategy is "point & shoot" Brain sends "batches" of movements Movement is rhythmic Rhythmic movement can be slow or fast Rhythmic instruction creates internal model Directed lessons use rhythmic action words Student learns how to move fluently Develop, Practice, Apply Evaluate & set goals for improvement Practice - Apply - Evaluate

Visual Feedback Control is primarily external Strategy is step & see Brain sends move and see instruction Movement is not rhythmic Speed is limited by visual feedback Visual lesson strategies block integration Trace & Copy = visual activity Letters are pictures to be drawn Letters are not presented as movement patterns "Fluency" objective is blocked "I can write neatly if I take my time."

It is easy and very time efficient to teach rhythmic movement patterns using the Peterson Directed Handwriting strategy. Once you know the difference between the two types of movement control, it is also easy to know what type of movement your student is using.  However, you will quickly discover that improving control of rhythmic movement demands regular practice.

Fluent legibility is a long term project due to individual motor skill development and the time needed for learning parallel skills for text generation. Children need teacher teamwork across the grades with an organized program for handwriting instruction that teaches for automation of the transcription process.

For fluent legibility the brain must learn how to coordinate the external visual feedback system with the internal model. It simply makes sense that a consistent effort across the grades will allow the majority of youngsters opportunity to maximize skills. This physical instruction needs to be correlated into application for spelling and language programs rather than separated from the language arts curriculum. The Peterson Method provides easy ways to apply the rhythmic movement challenge and evaluate legibility in the context of your curriculum.

Please visit our Resource Library to discover a number of items that demonstrate simple ways to use rhythmic movement as a tool for learning new words. Look in the IDEAS section for samples of Word Masters, an Evaluation Rubric and a Word Challenge Activity. You can also find the six simple "Subskill" posters  which offer an easy way to correlate legibility into any classwork.

• How does the program help you to teach movement sequences?
• How does the program help you to teach rhythmic movement?
• How do the materials help your students to understand the process?
• How do the student materials help them to learn the movement process?
• Continuing effort toward improvement should be related to classwork and homework. Does the program help students learn critical thinking skills, set goals for improvement and evaluate their efforts for progress toward those goals?
• Does the program help you to teach basic position skills?  When you begin to work for fluent movement poor position skills will retard, even prevent, success. Programs that ignore position skills are ignoring important issues.
• Should "style" be part of the discussion? Each of us may have a favorite font. There are thousands available. Each looks different because of slight shape variations in the forms. But, does discussion of the multitude of shape variations have much relevance to a search for a teaching tool?  It is far more important to look at the prescribed process and how the program helps you to teach that process. A certain "style" or "font" does have some unique details. It is important to recognize however, the various "styles" available are far more similar than they are different. Otherwise they would not be legible.

If you have reason to improve handwriting instruction, please contact us. We want to be your handwriting company. Please take a close look at the sequence of skills delineated for "We Write To Read."

Click here to download the Scope and Sequence. (PDF File)

Click here to download a rubric for cursive evaluation.

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Created by Rand H. Nelson, May 2002. Last update, July 2007