A Sequential Mixed Methods Study of Preservice Handwriting Training and Classroom Handwriting Instruction in Texas
Cherry Craig Lee, EdD & Jerry Vincent Nix, PhD
Abstract
Despite its importance in developing literacy, handwriting often receives scant attention during teacher training. The researcher utilized a mixed-methods approach implementing a two-phase sequential design to investigate teacher perceptions of preservice training in handwriting, as well as the provision of handwriting instruction across Texas schools. Despite reporting little or no handwriting instruction during training, teachers agreed that it is an important component within the literacy continuum and expressed concerns about a lack of district-level support for the subject, as well as concerns regarding implementing handwriting into a virtual curriculum.