Routledge International Handbook of Visual-motor skills, Handwriting, and Spelling

Yanyan Ye, Assistant Professor, School of Applied Psychology, Beijing Normal University at Zhuhai.Tomohiro Inoue, Assistant Professor, Department of Psychology, The Chinese University of Hong Kong.Urs Maurer, Associate Professor, Department of Psychology, The Chinese University of Hong Kong.Catherine McBride, Professor, Department of Human Development and Family Science, Purdue University.

• Introduction: Handbook of Visual-motor skills, Handwriting, and Spelling: Theory, Research, and PracticeYanyan Ye, Tomohiro Inoue, Urs Maurer, and Catherine McBrideSection I: The fundamentals of handwriting skills and literacy acquisition Chapter 1: Visual-Motor Skill and General Cognitive AbilitySebastian Paul SuggateChapter 2: Chinese character handwriting: Lexical effects, individual differences, character amnesia, and developmental dysgraphiaZebo Xu and Zhenguang G. CaiChapter 3: Visual motor integration and writing development: A systematic reviewof empirical research in ChineseRui Dong and Li Yin\Chapter 4: It’s About the Process, Not Perfection: What Spelling Fluency Tells Us About Spelling Emily Côté, Helen L. Breadmore, and S. Hélène DeaconChapter 5: Handwriting and Motor Skill Learning Rafat Ghanamah, Mona S. Julius, and Esther Adi-JaphaChapter 6: Conceptualizing and operationalizing Chinese early writing skills: Integrate cognitive and sociocultural perspectivesChenyi Zhang, Xiao Zhang, Gary E. BinghamSection II: Cognitive and neural mechanisms of handwriting skills and literacy acquisition Chapter 7: The contribution of handwriting to letter processing in early reading development: evidence from behavioral and neuroimaging researchSophia Vinci-Booher and Karin H. JamesChapter 8: How handwriting shapes literacy acquisition and general cognition: Phenomena and cognitive mechanismsMarkus Kiefer and Manfred SpitzerChapter 9: Does orthographic working memory matter in Chinese spelling?Jianhong MoChapter 10: Intrinsic and Extrinsic Factors of Handwriting and Their Impacts on Reading: A View from Embodied CognitionZhengye Xu and Duo LiuSection III: Theories and methods in spelling developmentChapter 11: Three Facets of SpellingJayde E. Homer, Molly Farry-Thorn, and Rebecca TreimanChapter 12: Understanding Types of Chinese Writing-to-Dictation Errors Bing Han, Trelani F. Milburn, Poh Wee Koh, and R. Malatesha JoshiChapter 13: Credibly Assessing Writing Transcription Skills: Application of Generalizability TheorySteve Graham, Alan Huebner, and Gustaf B. Skar,Chapter 14: The Role of Children’s Learning about Print in the Development of Reading and Spelling Skills Savannah Heintzman, S. Hélène Deacon, and Nicole J. ConradChapter 15: Invented Spelling: Perspectives on Assessment and InterventionYi Ding and Yangqian ShenChapter 16: The Role Played by Spelling in Reading Acquisition and Instruction: Starring, Supporting, or Just a Bit Part? Gene OuelletteChapter 17: Conceptual Understanding, Assessment, and Instruction for Word Spelling in English, a Morphophonemic OrthographyVirginia Wise BerningerChapter 18: Creating a Team Approach to Handwriting Instruction: How Collaboration Between the School-Based Occupational Therapist and Primary Teacher Can Facilitate Literacy DevelopmentKathleen S. Wright and Carol H. ArmannSection IV: Global literacy and spellingChapter 19: Spelling in Some Alphabetic LanguagesAlida Hudson, Karol A. Moore, Juan Quinonez-Beltran, Jialin Lai, and R. M. JoshiChapter 20: Spelling Arabic: When does Orthographic Knowledge End and Language Knowledge Start? Elinor Saiegh-Haddad,Ola Ghawi-Dakwar, Lina Haj, Ranya Farraj-Bsharat, and Lior LaksChapter 21: Early invented spelling predicts later word-reading ability beyond early phoneme awareness and word-reading ability: Evidence from Brazilian PortugueseCláudia Cardoso-Martins, Tatiana Pollo, Alana Helena Paulino dos Santos, and Carolyn B. MervisChapter 22: Spelling and Writing Development in ThaiHeather WinskelChapter 23: Immediate and Delayed Copying of Familiar and Unfamiliar Scripts in Spelling among Korean Kindergartners Jeung-Ryeul ChoChapter 24: Emergent biliteracy: Spelling development across writing systems and scriptsBeth Ann O’Brien and Malikka Begum Habib MohamedSection V: Home learning environment and spellingChapter 25: Parents’ beliefs regarding their children's early literacy surrounding a writing interaction and their relations to children's early literacy skillsDorit Aram and Deborah Bergman DeitcherChapter 26: Children’s early spelling development in the context of the home literacy environmentFrank Niklas, Astrid Wirth, Anna Mues, and Efsun Birtwistle Section VI: Dysgraphia, Handwriting difficulties, and DyslexiaChapter 27: Handwriting Difficulties in Developmental DyslexiaMarie Van Reybroeck and Claire GosseChapter 28: Taking the mask off dysgraphiaCheri DottererChapter 29: Handwriting AnalyticsBurget, L., Wang C., Asselborn, T., Tozadore, D., Johal, W., Gargot, T., Sandygulova, A., Kidzinski, L., D, Cohen, D., and Dillenbourg, P. Section VII: Spelling and writing in the digital ageChapter 30: Chinese spelling – evidence from pen tabletsDustin Kai-Yan LauChapter 31: Digital communication, texting, and literacy acquisition Nenagh Kemp