ABSTRACT
Handwriting is a well researched area of literacy activity but remains an unfashionable topic in mainstream literacy teaching. The chapter explores this paradox and reviews research from the domains of neuroscience, graphonomics and psychology. This research raises important issues for mainstream literacy teachers and suggests that handwriting, which may be neglected for many children, is a crucial part of the writing process. This neglect may in turn adversely affect the composition of these children.
