Learning your ABCs: Using eye-tracking to study the origins of handwriting

• In Event: Poster Session 09
  In Poster Session: PS 09 Topic - School Readiness/Childcare

Abstract

Introduction
Research indicates that early fine motor skills such as handwriting are as important as early reading skills in predicting school readiness and future academic achievement (Grissmer et al., 2010). For young children just learning to write, this skill is effortful, and can divert cognitive resources from other aspects of letter and word processing (Cameron et. al., 2012). To date, however, the majority of research on the origins of handwriting has assessed the quality rather than process of letter production. In the current study, we used head-mounted eye-tracking to focus on the process of handwriting, and investigated how young children attempt to coordinate eye and hand as they copy all the letters of the alphabet.
Method
Twenty-seven participants (13 female) between the ages of 4-5 years wore a head-mounted eye-tracker while copying all lowercase letters of the alphabet, one at a time, in randomized order. The number of repeated fixations to each letter while copying are being coded to measure handwriting automaticity. Pencil lifts are being coded to measure interruptions to handwriting fluency. Handwriting errors are also being scored for using 20 common criteria used across handwriting assessments.

Results
Data will be analyzed to examine how children become automatic when writing letters and whether errors vary systematically by letter features. We will also assess the relation between pen lifts and look backs to the letter stimulus to be copied to describe how children begin to coordinate eye and hand as they copy individual letters of the alphabet.
Conclusions
Letter writing is a crucial component of school readiness, but many young children struggle to acquire this skill. Problems with legibility or fluency may relate to the various visual and motor processes that guide handwriting. By focusing on process, the present investigation highlights how young children begin to gain fluency and acquire automaticity in this skill.

Authors

• Caroline Mayberry, Tulane University
  Presenting Author

• Riana Gaudet, Tulane University
  Non-Presenting Author

• Jack Blitz, Tulane University
  Non-Presenting Author

• Jeffrey J Lockman, Tulane University
  Non-Presenting Author