Handwriting has a low status and profile in literacy education and in recent years has attracted little attention from teachers, policy makers or researchers into mainstream educational processes. This article identifies a substantial programme of research into handwriting, including studies located in the domains of special needs education and psychology, which suggest that it is time to re-evaluate the importance of handwriting in the teaching of literacy. Explorations of the way handwriting affects composing has opened up new avenues for research, screening and intervention, which have the potential to make a significant contribution to childrens writing progress. In particular, the role of orthographic motor integration and automaticity in handwriting is now seen as of key importance in composing. Evidence from existing studies suggests that handwriting intervention programmes may have a real impact on the composing skills of young writers. In particular, they could positively affect the progress of the many boys who struggle with writing throughout the primary school years.

Author Name: Jakhongir Shaturaev , Jalolova Iroda , Istamova Gulnoza and Rakhimova Madina

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Keywords: Boys Handwriting Literacy Writing Skills Research Primary School Intervention

ISSN: 2320-5407

EISSN: 2320-5407

EOI/DOI: 10.21474/IJAR01/11667

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