This special issue was born within the COST Action IS1401ELN – Strengthening Europeans’ Capabilities by Establishing the European Literacy Network, with the major goal of disseminating evidence-based practices to promote handwriting and motivate researchers to move this research field forward. This issue includes five articles testing a different range of interventions to promote handwriting in students with and without disabilities from kindergarten to middle grades, across multiple contexts (viz., United States, Switzerland, Belgium, and Portugal). A final commentary paper closes the special issue with a discussion on the importance of acquiring fluent and legible handwriting along with the contributions and limitations of the investigations presented in the special issue.
Limpo, TeresaAlves, Rui A.Connelly, Vincent
Faculty of Health and Life Sciences\Department of Psychology, Health and Professional Development
Year of publication: 2018Date of RADAR deposit: 2018-05-10