TY  - BOOK
AU  - Sassoon,Rosemary
TI  - Handwriting: the way to teach it 
SN  - 0761943102
AV  - LB1590 .S26 2003
U1  - 372.623 22
PY  - 2003///
CY  - London, Thousand Oaks, Calif.
PB  - Paul Chapman Pub., Sage Publications
KW  - Penmanship
KW  - Study and teaching (Elementary)
N1  - Pt. 1; Planning handwriting across the whole school --; 1; The priority for handwriting in the curriculum --; 2; The relationship between the skill of handwriting and other subjects --; 3; When to introduce handwriting in the reception class --; 4; The choice of a handwriting model --; 5; Balancing movement and neatness --; 6; How much emphasis on joining --; 7; Display writing - both by teachers and pupils --; 8; Liaison with pre-school groups, parents and other schools --; 9; A policy for left-handers --; 10; A policy for special needs --; 11; A policy for newcomers from other schools --; 12; Terminology --; 13; Assessment and record keeping --; Pt. 2; Classroom management --; 14; Layout of the classroom --; 15; Balancing whole class instruction with one-to-one attention --; 16; Posture --; 17; Appropriate furniture --; 18; Paper position and its effect on posture --; 19; Penhold --; 20; Materials: pencils and pens, paper size and lines --; 21; Making children aware of the importance of all these ideas --; Pt. 3; A system for teaching letters --; 22; The vital early stages --; 23; The concepts behind our writing system --; 24; Different approaches to teaching --; 25; Explaining the act of writing in a logical sequence --; 26; Introducing letters in stroke-related families --; 27; Teaching the first letter family --; 28; Teaching the second letter family --; 29; Teaching the round letters --; 30; Complex letters and emerging problems --; 31; Name writing --; 32; Designing exercises --; 33; Starting to use letters --; 34; Lines --; 35; Drawing with writing --; 36; Remedial work often begins on day one --; 37; Joining as soon as possible --; 38; Personal letters lead to efficiency and speed --; 39; What handwriting problems may indicate --; 40; Layouts for practice cards --; 41; Recommendations from research into children's handwriting --; 42; Some personal comments --; Pt. 4; A new way of looking at handwriting problems --; 43; Handwriting as a diagnostic tool --; 44; Problems that show through handwriting --; 45; Specific problems for left-handers --; 46; Problems with directionality --; 47; Perceptual problems --; 48; Observing, assessing and dealing with tremors --; 49; Fatigue --; 50; Gaps in learning --; 51; Posture as an indicator, as well as a cause of problems --; 52; An attitude of understanding --; Index
N2  - "This book is an essential classroom guide to the teaching of handwriting. It covers all aspects of the subject, from whole school planning; to classroom management, and the teaching of letters in a highly illustrated and practical sequence, from initial letter forms through to joined writing. ; The author presents many examples and imaginative ideas to make learning to write more effective and interesting for children and for teachers. This new edition includes a section on Special Needs. It deals with complex handwriting problems and how to understand and deal with them.; The author offers strategies for better teaching, and her aim throughout the book is to encourage flexibility and clear thinking about essential issues, rather than to impose solutions."--Publisher description
ER  -