Routledge International Handbook of Visual-motor skills, Handwriting, and Spelling

Yanyan Ye, Assistant Professor, School of Applied Psychology, Beijing Normal University at Zhuhai. Tomohiro Inoue, Assistant Professor, Department of Psychology, The Chinese University of Hong Kong. Urs Maurer, Associate Professor, Department of Psychology, The Chinese University of Hong Kong. Catherine McBride, Professor, Department of Human Development and Family Science, Purdue University.

Introduction: Handbook of Visual-motor skills, Handwriting, and Spelling: Theory, Research, and Practice

Yanyan Ye, Tomohiro Inoue, Urs Maurer, and Catherine McBride

Section I: The fundamentals of handwriting skills and literacy acquisition

Chapter 1: Visual-Motor Skill and General Cognitive Ability

Sebastian Paul Suggate

Chapter 2: Chinese character handwriting: Lexical effects, individual differences, character amnesia, and developmental dysgraphia

Zebo Xu and Zhenguang G. Cai

Chapter 3: Visual motor integration and writing development: A systematic review

of empirical research in Chinese

Rui Dong and Li Yin/

Chapter 4: It’s About the Process, Not Perfection: What Spelling Fluency Tells Us About Spelling

Emily Côté, Helen L. Breadmore, and S. Hélène Deacon

Chapter 5: Handwriting and Motor Skill Learning

Rafat Ghanamah, Mona S. Julius, and Esther Adi-Japha

Chapter 6: Conceptualizing and operationalizing Chinese early writing skills: Integrate cognitive and sociocultural perspectives

Chenyi Zhang, Xiao Zhang, Gary E. Bingham

Section II: Cognitive and neural mechanisms of handwriting skills and literacy acquisition

Chapter 7: The contribution of handwriting to letter processing in early reading development: evidence from behavioral and neuroimaging research

Sophia Vinci-Booher and Karin H. James

Chapter 8: How handwriting shapes literacy acquisition and general cognition: Phenomena and cognitive mechanisms

Markus Kiefer and Manfred Spitzer

Chapter 9: Does orthographic working memory matter in Chinese spelling?

Jianhong Mo

Chapter 10: Intrinsic and Extrinsic Factors of Handwriting and Their Impacts on Reading: A View from Embodied Cognition

Zhengye Xu and Duo Liu

Section III: Theories and methods in spelling development

Chapter 11: Three Facets of Spelling

Jayde E. Homer, Molly Farry-Thorn, and Rebecca Treiman

Chapter 12: Understanding Types of Chinese Writing-to-Dictation Errors

Bing Han, Trelani F. Milburn, Poh Wee Koh, and R. Malatesha Joshi

Chapter 13: Credibly Assessing Writing Transcription Skills: Application of Generalizability Theory

Steve Graham, Alan Huebner, and Gustaf B. Skar,

Chapter 14: The Role of Children’s Learning about Print in the Development of Reading and Spelling Skills

Savannah Heintzman, S. Hélène Deacon, and Nicole J. Conrad

Chapter 15: Invented Spelling: Perspectives on Assessment and Intervention

Yi Ding and Yangqian Shen

Chapter 16: The Role Played by Spelling in Reading Acquisition and Instruction: Starring, Supporting, or Just a Bit Part?

Gene Ouellette

Chapter 17: Conceptual Understanding, Assessment, and Instruction for Word Spelling in English, a Morphophonemic Orthography

Virginia Wise Berninger

Chapter 18: Creating a Team Approach to Handwriting Instruction: How Collaboration Between the School-Based Occupational Therapist and Primary Teacher Can Facilitate Literacy Development

Kathleen S. Wright and Carol H. Armann

Section IV: Global literacy and spelling

Chapter 19: Spelling in Some Alphabetic Languages

Alida Hudson, Karol A. Moore, Juan Quinonez-Beltran, Jialin Lai, and R. M. Joshi

Chapter 20: Spelling Arabic: When does Orthographic Knowledge End and Language Knowledge Start?

Elinor Saiegh-Haddad,Ola Ghawi-Dakwar, Lina Haj, Ranya Farraj-Bsharat, and Lior Laks

Chapter 21: Early invented spelling predicts later word-reading ability beyond early phoneme awareness and word-reading ability: Evidence from Brazilian Portuguese

Cláudia Cardoso-Martins, Tatiana Pollo, Alana Helena Paulino dos Santos, and Carolyn B. Mervis

Chapter 22: Spelling and Writing Development in Thai

Heather Winskel

Chapter 23: Immediate and Delayed Copying of Familiar and Unfamiliar Scripts

in Spelling among Korean Kindergartners

Jeung-Ryeul Cho

Chapter 24: Emergent biliteracy: Spelling development across writing systems and scripts

Beth Ann O’Brien and Malikka Begum Habib Mohamed

Section V: Home learning environment and spelling

Chapter 25: Parents’ beliefs regarding their children's early literacy surrounding a writing interaction and their relations to children's early literacy skills

Dorit Aram and Deborah Bergman Deitcher

Chapter 26: Children’s early spelling development in the context of the home literacy environment

Frank Niklas, Astrid Wirth, Anna Mues, and Efsun Birtwistle

Section VI: Dysgraphia, Handwriting difficulties, and Dyslexia

Chapter 27: Handwriting Difficulties in Developmental Dyslexia

Marie Van Reybroeck and Claire Gosse

Chapter 28: Taking the mask off dysgraphia

Cheri Dotterer

Chapter 29: Handwriting Analytics

Burget, L., Wang C., Asselborn, T., Tozadore, D., Johal, W., Gargot, T., Sandygulova, A.,

Kidzinski, L., D, Cohen, D., and Dillenbourg, P.

Section VII: Spelling and writing in the digital age

Chapter 30: Chinese spelling – evidence from pen tablets

Dustin Kai-Yan Lau

Chapter 31: Digital communication, texting, and literacy acquisition

Nenagh Kemp