JPSY_V6_N4_RP2
The Effects of, Lined Paper, Prompting, Tracing, Rewards, and Fading to Increase Handwriting Performance and Legibility with Two Preschool Special Education Students Diagnosed with Developmental Delays, and Fine Motor Deficits
Erin Smith
Thomas McLaughlin
Jennifer Neyman
Lisa Rinaldi
Journal on Educational Psychology
2230 – 7141
6
4
23
29
Tracing, Fading, Prompts, Developmentally Delayed, Fine Motor, Preschool Children, Self-Contained Preschool, Handwriting
This study was designed to examine the effects of tracing and fading prompts to improve the handwriting of two preschoolers both diagnosed as Developmentally Delayed (DD) and one of whom had fine motor goals. The study took place in a self-contained special education public preschool classroom located in the Pacific Northwest. The results showed an increase in legibility of writing for both participants as well as an increase in independence when writing their letters. This report suggests that providing traceable prompts and methodically fading those prompts based on student performance was effective and applicable when teaching preschool children diagnosed with Developmental Delays to write their names.
February - April 2013
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