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The Effects of D’Nealian® Worksheets, Tracing, and Visual Prompts to Teach Four Preschool Students with Disabilities to Write Their Names

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Author(s): Christina Maricich | T. F. McLaughlin | K. Mark Derby | Diane Conley

Journal: International Journal of Basics and Applied Science
ISSN 2301-4458

Volume: 1;
Issue: 2;
Start page: 378;
Date: 2012;
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Keywords: D’Nealian® Handwriting | Preschoolers | Classroom research | Single case research design

ABSTRACT
The purpose of this study was to teach four preschool boys how to write their names using tracing D’Nealian® letters of their names. The participants were all enrolled in a special education preschool. During baseline, the students were unable to write all of the letters in their names. During intervention, the students traced unknown letters using work sheets made with D’Nealian® Handwriting. In the second intervention, students traced specific letters of their last name. The results suggested that tracing letters using worksheets with D’Nealian handwriting work sheets effectively taught preschool students with disabilities to write their names. Recommendations regarding additional classroom applications of these procedures are made.
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