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. 

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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*, T. F. McLaughlin**, Jennifer Neyman***, Lisa Rinaldi****
* Special education teacher in Northern California.
** Ph. D., Professor, Department of Special Education, Gonzaga University, Spokane
*** Lecturer, Department of Special Education, Gonzaga University, Spokane.
**** M.Ed, Spokane Public Schools, Gonzaga University.
Periodicity:February - April'2013
DOI : https://doi.org/10.26634/jpsy.6.4.2184

Abstract

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. 

Keywords

Tracing, Fading, Prompts, Developmentally Delayed, Fine Motor, Preschool Children, Self-Contained Preschool, Handwriting, Name.

How to Cite this Article?

Erin Smith, T. F. Mclaughlin, Jennifer Neyman and Lisa Rinaldi (2013). 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. i-manager’s Journal on Educational Psychology, 6(4), 23-29. https://doi.org/10.26634/jpsy.6.4.2184

References

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