Enhancing the Handwriting Skills of Select Grade One Pupils of San Felix Elementary School through Graphological Approach

Abstract

INTRODUCTION

Handwriting is very important in the learning process of pupils. There are many approaches that can be used to develop the handwriting skills of the learners especially in Grade 1. Graphological approach is applied in this study. This approach is based on the hand and finger movements used to form the letters. It is particularly helpful for learners with poor fine motor skills or who need extra practice to develop and correct letter formation. In this kind of approach, the teacher gives different exercises in developing the handwriting skills of the learners. The teacher introduces letter formation which involves providing learners with opportunities to talk about the names and features of letters and the sounds they represent. This enhances letter recognition in text. When learners practice forming letters, they develop a visual and motor memory based on each letter’s important features. Looking at the letters and undertaking the movement of writing then helps learners see and feel how each letter is formed and fixing the letter in the learner's visual memory for future identification and reproduction.

METHODS

The researcher used tracing letter guides to develop the handwriting skills of the pupils. The activity was conducted during remedial class. The pupils were given tracing letter guides. The researcher showed the proper strokes in writing a particular letter, its corresponding sound, and then let the pupils do the activity. The pupils needed to be familiar or have mastered writing a letter before proceeding to the next letter.

RESULTS

After the implementation of the study, the result shows that there is improvement in the handwriting of select Grade 1 pupils.

DISCUSSIONS

One of the macro skills that learners must acquire in school is writing. Pupils can communicate among themselves through this skill. Improvement in academic performance will definitely be achieved.