000			01906nam a22002657a 4500
003			ZW-GwMSU
005			20210427101046.0
008			210427b ||||| |||| 00| 0 eng d
040			_aMSU _cMSU _erda
100	1		_aHawkyard Renae _eauthor
245	1	0	_aThe handwriting experiences of left-handed primary school students in a digital age:Australian data and critique/ _cCreated by Hawkyard Ranae
264			_aLos Angeles; _bSAGE, _c2014.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAstralian journal of education _vVolume 58 , number 2,
520			_aLeft-handers comprise about 10% of the Australian population. In Australia and elsewhere, there has been a history of discrimination against left-handedness, expressed in a variety of ways. Although negative attitudes to left-handedness have become less common in recent times, researchers have not investigated the extent to which left-handedness is now acknowledged or encouraged in Australian schools, or whether left-handed students have to overcome difficulties due to their handedness. This study investigated the handwriting experiences of 10 primary school students and the opinions of 11 primary school teachers on handwriting and on left-handed writers. The left-handed students identified a range of issues including the need for specialized writing equipment, writing speed and neatness. The teachers also mentioned these issues along with legibility and writing instruction. The results are discussed in terms of guidance on writing instruction and the place of writing in an increasingly digitized world.
650	4		_aHandedness
650	4		_aHandwriting
650	4		_aHandwriting teaching
700	1		_aDempsey Ian _eauthor
700	1		_aAuthur-Kelly Michael _eauthor
856			_uhttps://doi.org/10.1177/0004944114530062
942			_2lcc _cJA
999			_c156741 _d156741