Research Context
This action research is situated in a Year 1 classroom in a suburban primary school during the
transition years program. The classroom includes 24 students from diverse cultural and
linguistic backgrounds. Six students were identified through formative assessment as
struggling with letter formation, impacting their participation and engagement in writing
activities.
The school provides access to digital tablets and multisensory resources (e.g., sand trays,
tactile writing tools), but these are not currently integrated systematically into handwriting
instruction. The classroom adopts a flexible grouping approach and encourages collaborative
learning, providing a conducive environment for peer-assisted strategies.
Delilah the Dolphin Suppose Delilah was a much-loved dolphin who
performed tricks for the public at an oceanarium.
The plot below tells how a gang of criminals captured Delilah and
smuggled her out of the count
Write a paragraph of 6-8 sentences describing one of the gang members.
Mention physical appearance, character traits and any idiosyncrasies this
person possesses.
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Link to Transition and Learning Identity
The transition years represent a critical phase where learners consolidate foundational skills
and shift towards independence in learning (Tondeur et al., 2017). Supporting handwriting
proficiency during this period promotes a positive learning identity by enabling students to
see themselves as capable writers, enhancing their self-efficacy and motivation (Bandura,
1997).
This proposal aligns with curriculum goals within the literacy learning area that emphasize
the development of handwriting skills as part of effective written communication (Australian
Curriculum, Assessment and Reporting Authority [ACARA], 2023). It also connects to
pedagogy that fosters engagement by using multisensory, interactive, and socially
collaborative methods, thus supporting a positive learning identity.
Research Context
This action research is situated in a Year 1 classroom in a suburban primary school during the
transition years program. The classroom includes 24 students from diverse cultural and
linguistic backgrounds. Six students were identified through formative assessment as
struggling with letter formation, impacting their participation and engagement in writing
activities.
The school provides access to digital tablets and multisensory resources (e.g., sand trays,
tactile writing tools), but these are not currently integrated systematically into handwriting
instruction. The classroom adopts a flexible grouping approach and encourages collaborative
learning, providing a conducive environment for peer-assisted strategies.
Participants
The focus of the research is the Year 1 cohort, particularly the six students identified with
handwriting challenges. These learners vary in fine motor abilities and prior literacy
experience. The broader classroom community will be involved through peer-assisted
learning sessions. As the teacher researcher, I will plan, implement, observe, and critically
reflect on the pedagogical change, supported by the mentor teacher who will contribute peer
observations.
Cognitive and motor control theories underpin effective handwriting
instruction by emphasizing the explicit teaching of handwriting skills.
Hayes and Flower’s (1980) Model of Writing identifies transcription skills,
including handwriting, as fundamental to freeing cognitive resources for
higher-order writing processes. Developing automaticity in letter
formation reduces cognitive load, enabling children to focus more on
composing and content. Multisensory approaches, such as the Orton-
Gillingham method, stress learning through visual, auditory, tactile, and
kinesthetic inputs. These approaches have demonstrated effectiveness, in
improving letter recognition and formation, particularly for children with
learning difficulties (Snowling & Hulme, 2011) (Smith et al., 2013).
Strategies to Support Letter Formation
Research shows that structured handwriting instruction involving guided
practice, immediate feedback, and fine motor exercises can significantly
improve letter writing skills Graham et al., 2015). Incorporating
multisensory strategies—such as tracing letters in sand, using textured
surfaces, or air-writing—engage multiple senses and help consolidate
motor
Action Research Proposal: Enhancing
Letter Formation Skills for Year 1 Learners
in a Transition Years Program
Introduction
Effective handwriting is foundational for literacy development, particularly during the early
years of schooling. Observing a Year 1 classroom during my EPR784 placement, I noted that
several learners struggled with letter formation, which impacted their writing fluency,
confidence, and engagement. This challenge is significant in the transition years—a period
characterized by learners moving from emergent to conventional literacy practices. The
ability to write letters legibly and automatically supports students’ development as writers
and learners, shaping their learning identity.
This action research proposal outlines a hypothetical pedagogical change aimed at improving
letter formation skills among Year 1 students within a transition years program. It builds on
my critical reflections and classroom observations during placement and is justified by
contemporary literature linking handwriting pedagogy, learner engagement, and the
development of positive learning identities. The proposed intervention integrates
multisensory teaching strategies, technology-enhanced learning, and peer collaboration to
address diverse learner needs and foster engagement.
Research Focus and Rationale
The primary focus of this research is the pedagogical challenge of supporting Year 1 students
struggling to write the letters of the alphabet. The guiding research question is: How can the
integration of multisensory handwriting instruction combined with digital tools and
peer-assisted learning improve letter formation skills and engagement in writing among
Year 1 students in a transition years program?
Critical Reflection and Observations from Placement
During my placement, I observed that several students demonstrated inconsistent letter
formation, letter reversals (such as confusing 'b' and 'd'), and difficulty maintaining correct
letter size and alignment. These motor skill challenges led to frustration and disengagement
from writing tasks, limiting their participation and reducing opportunities to develop a
positive learning identity as capable writers. The classroom environment was inclusive but
lacked systematic multisensory supports or technology integration to scaffold handwriting
skills.
This experience led me to question how a more structured, engaging pedagogical approach
could better support these learners, particularly given the critical nature of the transition
years. This reflection aligns with the growing recognition that early writing difficulties need
to be addressed with evidence-based interventions that go beyond traditional handwriting
practice.
