INSTRUCTIONAL STRATEGIES USED BY TEACHERS TO ENHANCE HANDWRITING SKILLS AMONG GRADE 1 LEARNERS

Mpho Nyamuswa
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Mpho Nyamuswa: Department of Early Childhood Education, University of Venda

Social Sciences and Education Research Review, 2025, vol. 12, issue 2, 280-290

Abstract: Handwriting remains a foundational skill in early literacy, influencing learners' academic development and fine motor coordination. However, many Grade 1 learners struggle to develop adequate handwriting skills due to various instructional and contextual challenges. This study explores the instructional strategies used by teachers to enhance handwriting skills among Grade 1 learners. A qualitative research approach was employed, using semi-structured interviews to collect data from Foundation Phase teachers in three purposively selected primary schools. The findings revealed that teachers use multi-sensory techniques, fine motor strengthening activities, and guided practice to improve handwriting. However, challenges such as large class sizes, lack of resources, and time constraints were also reported. The study recommends ongoing professional development, provision of adequate resources, and reduced class sizes to support effective handwriting instruction. These insights contribute to improved classroom practices that support early writing development.

Keywords: handwriting development; Grade 1; instructional strategies; Foundation Phase; qualitative research (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:edt:jsserr:v:12:y:2025:i:2:p:280-290

DOI: 10.5281/zenodo.17870721

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