Unfortunately, not only have public schools around the country abandoned cursive writing, many have abandoned handwriting altogether.  By not teaching correct letter formation, spacing, and encouraging legibility,  schools continue to do our students a disservice.   

What follows is an article explaining why teaching handwriting, meaning the formation of letters so that writing by hand is automatic, is so very important in the early grades -not only for communicating basic ideas- but for producing both quantity and quality of writing later.  

Cursive writing has long been regarded as a valuable tool for helping students develop strong reading skills. While printing and typwing on a computer offer benefits, cursive enhances learning in ways that these methods do not. The connection between handwriting and literacy development has been widely studied, with evidence suggesting that cursive provides cognitive and motor benefits that help with reading comprehension.

One of the key advantages of cursive writing is the fluid motion required to form letters. Unlike print, which involves lifting the pencil after each letter, cursive promotes continuous hand movement, reinforcing letter recognition and word structure. This smooth transition between letters allows students to perceive words as whole units rather than disconnected symbols. As a result, they develop a stronger grasp of spelling patterns and phonemic awareness, essential components of reading fluency.

Another significant benefit of cursive is the engagement of multiple brain areas. Research indicates that cursive writing activates regions associated with fine motor skills, memory, and cognitive processing. When students write in cursive, they must recall letter formations, maintain proper spacing, and coordinate hand movements, which strengthens neural connections linked to language processing. This multisensory experience reinforces learning in ways that typing or printing does not.

Furthermore, cursive helps students with dyslexia and other reading difficulties. Because cursive letters are connected, it reduces the chances of letter reversals, a common struggle for children learning to read. Letters like 'b' and 'd,' which are often confused in print, appear distinct in cursive due to their unique strokes and directionality. This distinction assists struggling readers in recognizing letters more accurately and reduces confusion.  In addition to improving letter recognition, cursive enhances writing speed and efficiency. When students develop fluency in cursive, they spend less time focusing on letter formation and more time on composing words and sentences. This automaticity allows for greater focus on reading comprehension and overall literacy development.

Handwriting also aids in memory retention. Studies suggest that students who take notes by hand, particularly in cursive, retain more information than those who type on a computer. The physical act of writing engages deeper cognitive processing, leading to better understanding and recall. Typing, on the other hand, often involves rote copying without meaningful engagement, limiting the depth of learning.

Despite the rise of digital technology, cursive remains a crucial skill for developing literacy. Many historical documents, legal agreements, and personal letters are written in cursive, making it essential for students to read and interpret such texts. Without cursive proficiency, students may struggle to access a significant portion of written knowledge.

Cursive writing fosters reading development by reinforcing letter recognition, engaging multiple brain areas, reducing letter reversals, improving writing speed, and enhancing memory retention. While printing and typing have their place in modern education, cursive provides unique cognitive benefits that significantly support literacy skills. Educators should consider incorporating cursive instruction into curricula to ensure students receive the full range of benefits associated with this valuable writing method.

Sources:

• Berninger, V. W., & Wolf, B. J. (2016). Teaching Students with Dyslexia and Dysgraphia: Lessons from Teaching and Science.

• James, K. H., & Engelhardt, L. (2012). The Effects of Handwriting Experience on Functional Brain Development in Pre-Literate Children. Trends in Neuroscience and Education.

• Longcamp, M., Boucard, C., Gilhodes, J. C., & Velay, J. L. (2006). Learning through Handwriting or Typing Influences Visual Recognition of New Graphic Shapes: Behavioral and Functional Imaging Evidence. Journal of Cognitive Neuroscience.