Graphemic complexity of the final letters has only marginal effects, limited to letter size¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Graphemic complexity affected only letter size, with the size of f increasing with complexity while t did not; no effects on duration, velocity or stops. → Danna 2021

Evidence¶

Danna 2021¶

Danna, J., Longcamp, M., Nalborczyk, L., Velay, J.-L., Commengé, C., & Jover, M. (2021). Interaction between orthographic and graphomotor constraints in learning to write. https://orcid.org/0000-0002-3596-880X

q2 · i2 · causal · r2

ANOVA on letter size in the main experiment (65 students). The article reports "a main effect of Graphemic Complexity F(1, 62) = 4.36, p <.05, η²p = 0.06" and a marginal interaction (p = .053); post-hoc tests showed the size of f increased with graphemic complexity whereas t did not.

"the analysis revealed a main effect of Graphemic Complexity F(1, 62) = 4.36, p <.05, η²p = 0.06, and the Graphomotor constraint by Graphemic Complexity interaction tended to be significant, F(1, 62) = 3.88, p = .053. η²p = 0.05."

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• The graphomotor difficulty of the first letter affects handwriting duration, velocity, stops and size in all grades — related
• A pre-experiment cluster analysis identified b, f, g and p as the most graphomotor-difficult cursive consonants for 1st graders — related
• Handwriting duration of the first letter improves massively between Grade 1 and Grade 3, then plateaus — related
• The lexical frequency effect on writing a difficult first letter is present only in 1st graders, indicating spelling-motor interference before handwriting automation — related