|Benefits of "I Can Do It!"®
Manuscript Handwriting Program
|Proven highly effective in
Utilizes research-based methods,
fully outlined in Program Manual -
Pages 484-582: General Principles of
"I Can Do It!"®: Research Base &
(See sample pages)
Administrators, teachers, and
parents support the use of
"I Can Do It!"® (read comments)
Practical and goal-driven:
"I Can Do It!"® is based upon a
long-term view of handwriting and
academic impact through high school
Prevention of common problems
is a primary goal. Methods to
remediate poor handwriting are
Fully written, easy to follow lesson
plans include short & long term
goals that describe their practical and
Activities focus on success,
function, and readability, & speed of
General instructional sequence
fully guides teacher in what
lessons to complete, important as
most teachers admit they are not
adequately prepared in college to
teach handwriting. (*3)
Learning to mastery is emphasized
Memory enhancing methods are
Easy to administer, short
directly tied to instruction.
Prediction of later academic success can
be determined using letter formation errors.
Lower grades are earned by students with
poor handwriting (*14,15)
A negative impact on written language
development (compositional skill) occurs
due to handwriting difficulties (well into
teenage years) (*4)
Handwriting is directly related to
learning to compose (*6) and is a crucial
skill for academic success. (*16, 11)
Writing assists in developing mental
abilities and critical thinking skills (*3, 19)
Comparable improvement in composition
has resulted as a direct result of Improving
handwriting, and explicit instruction that
enables children to write letters quickly &
accurately can increase the likelihood they
will become skilled writers. (*8, 4)
An important prerequisite to writing
complex and coherent text is the mastery
of handwriting with quality & speed. (*4)
Students communicate their knowledge
in subject areas using handwriting
Handwriting is also important because
it is used for planning and as a source of
"extra memory" (*2)
High school and college students are
negatively affected by slow, illegible
Many high school students cannot write
with adequate speed and legibility for
school work. (15)
Students spend over half their school
day writing (*18)
A significant percentage of students
have handwriting problems - 10-34%,
higher in urban areas (44%) (*13)
Special needs students can learn to
write, if teachers realize they are capable
and expect them to learn. (9)
*See Program Manual for full list of citations.
Some relevant & noted sources
are listed below.
* Some relevant citations: (noted above)
1. Berninger, et. al., (1997). Treatment of Handwriting Problems in Beginning Writers: Transfer from Handwriting to
Composition. Journal of Educational Psychology, 89 (4), 652-666.
2. Berninger (1999). Coordinating Transcription and Text Generation in Working Memory during Composing: Automatic and
Constructive Processes. Learning Disability Quarterly, 22 (2), 99-112.
3. Bourdin & Fayol (2000), Is Graphic Activity Costly? A Developmental Approach. Reading and Writing: An Interdisciplinary
Journal, 13: 183-196.
4. Connelly et.al., (2005). The Slow Handwriting of Undergraduate Students Constrains Overall Performance in Exam Essay.
Educational Psychology, 25 (1), 99-107.
5. Graham, et. al., (2008). How do Primary Grade Teachers Teach Handwriting? A National Survey. Published online: 22 May
2007. Copyright Springer Science & Business Media B. V. 2007 Read Writ 21, 49-69.
6. Graham, S. (1982). Measurement of Handwriting Skills: A Critical Review. Diagnostique, 8, 32-42.
7. Graham, S. (1992). Issues in Handwriting Instruction. Focus on Exceptional Children, 25, (2).
8. Graham, S., Harris, K. R. & Fink, B. (2000). Is Handwriting Causally Related to Learning to Write? Educational Psychology, 92,
9. Graham, S., Harris, K. R., & Larsen, L. (2001). Prevention & Intervention of Writing Difficulties for Students with Learning
Disabilities. Learning Disabilities Reserach & Practice, 16, (2), 74-84.
10. Jones & Christensen (1999). Relationships Between Automaticity in Handwriting and Students' Ability to Generate Written
Text, Journal of Educational Psychology, 91 (1), 44-49.
11. Medwell, J. & Wray, D. (2008). Handwriting - A Forgotten Language Skill? Language and Education, 22 (1), 34-47.
12. Moore, R. L., & Rust, J.O. (1989). Printing Errors in the Prediction of Academic Performance. Journal of School Psychology,
27 (3), 297-300.
13. Rosenbloom, L. & Horton, M. (1971). The Maturation of Fine Prehension in Young Children. Developmental Medicine & Child
Neurology, 13, 3-8.
14. Rubin, N. & Henserson, S.E. (1982). Two Sides of the Same Coin: Variations in Teaching Methods and Failure to Learn to
Write. Special Education Forward Trends, 9 (4), 17-24.
15. Sheffield, B. (1996). Handwriting: A Neglected Cornerstone of Literacy. Annals of Dyslexia, 46 (1), 21-35.
16. Simner, M. (1982). Printing Errors in Kindergarten and the Prediction of Academic Performance. Journal of Learning
Disabilities, 15 (3), 155-159.
17. Stein, M., Dixon, R.C., Isaacson, S. (1994). Effective Writing Instruction for Diverse Learners. School Psychology Review, 23
18. Tseng, M. H. & Chow, M. K. (1999). Perceptual-Motor Function of School Age Children with Slow Handwriting Speed. AJOT,
54 (1), 83-88.
19. Whiteman, et. al., (1981), Writing: The Nature, Development, & Teaching of Written Communication, National Institute of
Education (U.S.), SWRL Education Research & Development Laboratory, Published by Lawrence Erlbaum Associates.
|Is handwriting intervention
materials - no
workbooks to buy
Both new and
used "I Can Do It!"®
Helpful tools for
RTI - Assessment,
goals are combined
combined in the
This is basically a
Pre-K through G1.
and special needs
students, can be
same sequence or
Appropriate for all
for special needs
and diverse learning
are needed to begin
teaching with "I Can
Do It!"® as basic
|© 2008 Joan Scanlon-Dise, OTR. All rights reserved.
I Can Do It Handwriting Little Falls, NY
|Link to: nyscoss.org
NYS Council of School
Sept 2011 CouncilGram
Hand Development Rubric
Prone Extension Rubric
Supine Flexion Rubric
* Parent Questionnaire