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11/21/2013

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Laura

My six year old ASKED to learn cursive. I think he sees the art in it. There is something to the idea of artful living and technology sometimes replaces the slow and the beautiful with the efficient. I think typing is very important for the future and penmanship probably isn't, but we shouldn't deny our children the time and space to make art.

Ariel

I heard this the other day too and it makes me so sad! Leila starts kindergarten next year and it's really freaking me out how different it is going to be for her than it was for us. And all that standardized testing? Kills me!

Wa_tracy

Way before common core, cursive stopped being taught. Just saying. I've been teaching for 7 years in middle and high school. My students can't write cursive. It's not exclusive to common core. I just hate another ragging on common core based on misinformation. ;)

Leslie Fish

Get real! "Cursive" is *just one form* of manuscript writing -- and far from the best of them. Other forms -- like Italic, Copperplate and Blackletter -- are much clearer, easier to learn, quicker to teach, and frankly more beautiful. Finland, which has the best schools in the world, teaches its kids to write in Italic.

Cursive, on the other hand, has a nasty tendency to degenerate into that illegible scribble for which doctors are notorious. This has caused thousands of deaths from "medical error". Just ask any nurse or pharmacist. If only for all the lives it has cost, Cursive deserves to die!

Stacie M.

Some teachers still opt to teach cursive. Even though WA state has adopted CCSS, my daughter is learning it. Her 3rd grade teacher started teaching cursive and she is still working on it in 5th grade. Thank goodness for teachers who think outside the CCSS box. :-)

Stacie M.

And Wa_tracy is right. Cursive was taken out of many schools long before CCSS were adopted.

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Kate Gladstone

Handwriting matters — but does cursive matter? The research is surprising. For instance, it has been documented that legible cursive writing averages no faster than printed handwriting of equal or greater legibility. (Sources for all research are available on request.)

More recently, it has also been documented that cursive does NOT objectively improve the reading, spelling, or language of students who have dyslexia/dysgraphia.
This is what I'd expect from my own experience, by the way. As a handwriting teacher and remediator, I see numerous children, teens, and adults — dyslexic and otherwise — for whom cursive poses even more difficulties than print-writing. (Contrary to myth, reversal in cursive are common — a frequent cursive reversal in my caseload, among dyslexics and others, is “J/f.”)

— According to cpmparative studies of handwriting speed and legibility in different forms of writing, the fastest, clearest handwriters avoid cursive — although they are not absolute print-writers either. The highest speed and highest legibility in handwriting are attained by those who join only some letters, not all: joining only the most easily joined letter-combinations, leaving the rest unjoined, and using print-like shapes for letters whose printed and cursive shapes disagree.

Reading cursive still matters — but reading cursive is much easier and quicker to master than writing the same way too. Reading cursive, simply reading it can be taught in just 30 to 60 minutes — even to five- or six-year-olds (including those with dyslexia) once they read ordinary print. (There's even an iPad app teaching kids and others to read cursive, whether or not they write it or ever will wrote it. The app — “Read Cursive” — is a free download. Those who are rightly concerned with the vanishing skill of cursive reading may wish to visit appstore.com/readcursive for more information.)

We don’t require our children to learn to make their own pencils (or build their own printing presses) before we teach them how to read and write. Why require them to writs cursive before we teach them how to read it? Why not simply teach children to read cursive — along with teaching other vital skills, such as a form of handwriting that is actually typical of effective handwriters?
Just as each and every child deserves to be able to read all kinds of everyday handwriting (including cursive), each and every one of our children — dyslexic or not — deserves to learn the most effective and powerful strategies for high-speed high-legibility handwriting performance.
Teaching material for practical handwrlting abounds — especially in the UK and Europe, where such handwriting is taught at least as often as the accident-prone cursive which is venerated by too many North American educators. Some examples, in several cases with student work also shown: http://www.BFHhandwriting.com, http://www.handwritingsuccess.com, http://www.briem.net, http://www.HandwritingThatWorks.com, http://www.italic-handwriting.org, http://www.studioarts.net/calligraphy/italic/hwlesson.html )

Even in the USA and Canada, educated adults increasingly quit cursive. In 2012, handwriting teachers across North America were surveyed at a conference hosted by Zaner-Bloser, a publisher of cursive textbooks. Only 37% wrote in cursive; another 8% printed. The majority — 55% — wrote with some elements resembling print-writing, others resembling cursive.
(If you would like to take part in another, ongoing poll of handwriting forms — not hosted by a publisher, and nor restricted to teachers — visit http://www.poll.fm/4zac4 for the One-Question Handwriting Survey, created by this author. As with the Zaner-Bloser teacher survey, so far the results show very few purely cursive handwriters — and even fewer purely printed writers. Most handwriting in the real world — 72% of the response totals, so far — consists of print-like letters with occasional joins.)

When even most handwriting teachers do not themselves use cursive, why glorify it?

Believe it or not, some of the adults who themselves write in an occasionally joined but otherwise print-like handwriting tell me that they are teachers who still insist that their students must write in cursive, and/or who still teach their students that all adults habitually and normally write in cursive and always will. (Given the facts on our handwriting today, this is a little like teaching that our current president is Richard Nixon.)

What, I wonder, are the educational and psychological effects of teaching, or trying to teach, something that the students can probably see for themselves is no longer a fact?
Cursive's cheerleaders (with whom I’ve had some stormy debates) sometimes allege that cursive has benefits which justify absolutely anything said or done to promote that form of handwriting. The cheerleaders for cursive repeatedly state (sometimes in sworn testimony before school boards and state legislatures) that cursive cures dyslexia or prevents it, that it makes you pleasant and graceful and intelligent, that it adds brain cells, that it instills proper etiquette and patriotism, or that it confers numerous other blessings which are no more prevalent among cursive users than among the rest of the human race. Some claim research supportm—,citing studies that invariably prove to have been misquoted or otherwise misrepresented by the claimant.

So far, whenever a devotee of cursive claims the support of research, one or more of the following things has become evident as soon as others examined the claimed support:

/1/ either the claim provides no source,

or

/2/ if a source is cited, and anyone checks it out, the source turns out to have been misquoted or incorrectly paraphrases by the person citing it

or

/3/ the claimant correctly quotes/cites a source which itself indulges in either /1/ or /2/.

Cursive devotees' eagerness to misrepresent research has substantial consequences, as the misrepresentations are commonly made — under oath — in testimony before school districts, state legislatures, and other bodies voting on educational measures. The proposals for cursive are, without exception so far, introduced by legislators or other spokespersons whose misrepresentations (in their own testimony) are later revealed — although investigative reporting of the questionable testimony does not always prevent the bill from passing into law, even when the discoveries include signs of undue influence on the legislators promoting the cursive bill? (Documentation on request: I am willing to be interviewed by anyone who is interested in bringing this serious issue inescapably before the public’s eyes and ears.)

By now, you’re probably wondering: “What about cursive and signatures? Will we still have legally valid signatures if we stop signing our names in cursive?” Brace yourself: in state and federal law, cursive signatures have no special legal validity over any other kind. (Hard to believe? Ask any attorney!)
 Questioned document examiners (these are specialists in the identification of signatures, the verification of documents, etc.) inform me that the least forgeable signatures are the plainest. Most cursive signatures are loose scrawls: the rest, if they follow the rules of cursive at all, are fairly complicated: these make a forger's life easy.

All handwriting, not just cursive, is individual — just as all handwriting involves fine motor skills. That is why any first-grade teacher can immediately identify (from the print-writing on unsigned work) which of 25 or 30 students produced it.

Mandating cursive to preserve handwriting resembles mandating stovepipe hats and crinolines to preserve the art of tailoring.

Background on our handwriting, past and present:
3 videos, by a colleague, show why cursive is NOT a sacrament:

A BRIEF HISTORY OF CURSIVE —
http://youtu.be/3kmJc3BCu5g

TIPS TO FIX HANDWRITING —
http://youtu.be/s_F7FqCe6To

HANDWRITING AND MOTOR MEMORY
(shows how to develop fine motor skills WITHOUT cursive) —
http://youtu.be/Od7PGzEHbu0

Yours for better letters,




Kate Gladstone • handwritingrepair@gmail.com
CEO, Handwriting Repair/Handwriting That Works
DIRECTOR, World Handwriting Contest
http://www.HandwritingThatWorks.com

= Sent by the Handwriting Repairwoman =

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