A research-based approach
designed specifically to teach reading and spelling
skills through the backdoor of penmanship (manuscript or cursive handwriting)
Emphasis is on legibility - Wide latitude is given for
individuality provided the letters cannot be mistaken for another. Legibility
is essential. Orthography (correct spelling and letter formation) is stressed, and
opportunities for calligraphy are available for the advanced students.
Students diagnosed with dysgraphia should find this method a great help to
prevent illegible handwriting.
Students learn spelling/reading sequentiallyas the alphabet is taught - not after. With
just the letters abc and d, we have: a cab, a dad, and bad.
Next we introduce the letters r, s, and t
out of order. Why? Because they are
so useful. Now we can have a car, a card, and a cart as
well as a tar, star, tart, tarts, start and starts
etc. The rest of thealphabet follows in alphabetical order.
By using rst early, q naturally is followed by u.
Just by learning to make the connecting strokes, students learn to write cursive. With
just the letters a, b, c, and d, we
have: a cab, a dad, a dab, and bad.
Teachers using D'Nealian and/or Getty-Dubay Italic handwriting textbooks can use this text for
lesson plans and adapt accordingly, but stressing legibility.
Teachers can help their students learn to read cursive as
they are learning to write manuscript. The handwriting text does not have bunny rabbits
and balloons that tend to be demeaning to older students. Yet, there is room for students
to illustrate their own text. This can be fun for both the younger and the older students.
Students practice writing manuscript and cursive letters in context of
phonically consistent patterns rather than in isolation within unrelated
words. As they practice their handwriting they are learning to spell
without having to memorize words or spelling rules. This,
in turn, prevents illegible handwriting.