Determinants of elementary student's writing tool manipulation skills

Abstract

Writing, as a skill of correct graphic design, represents an activity which is very important in each individual's life and work, and the period of elementary school, when writing skills are masteres, is the period when special attention must be devoted to determinants that can affect the process of writing. Gender, literacy phase and writing difficulties are the determinants that have been tested in 1156 elementary school students, and the research was done in the eight Belgrade elementary schools in 2016. Statistically significant differences in the writing tools and materials manipulation skills among students with and without writing difficulties were present. The students without writing difficulties had higher manipulation skills, and the biggest difference was recorded in the effective stabilization of paper with the non-dominant hand (r= .000), placing paper under an adequate angle (r= .000) and presenting comments and complaints of pain or fatigue (r= .000). The strongest statistically significant difference with the presence of difficulties in the writing tools and materials manipulation skills between boys and girls is recorded in the effective stabilization of paper with the non-dominant hand (r= .000). Students who are in the process of acquiring literacy skills have the greatest difficulties in the presence of pain or fatigue during writing (23.2% of students). The strongest statistically significant difference in the manipulating skills between students of the first and second grades, compared to the students who have already mastered writing, is in setting up paper at an adequate angle (r= .000) and in the presence of pain or fatigue (r= .000). Gender, the stage of literacy and writing difficulties are determinants that affect the skill of manipulating writing tools. Thus, studying this problem is very important in order to help students master the skills of writing. Individualization measures, as one of the modes of adapting teaching to the abilities of students, can make this complex process significantly easier for them.