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Size Matters Handwriting Program: A Multitiered Intervention

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1.  What variable impacts legibility most? Starting point Letter form Letter size Pencil grip

2.  Which of the following describe the Rule for Size One letters They must touch the dotted line, the bottom line, can’t go higher, can’t go lower and cannot float in the middle. They must touch to top line, the bottom line, can’t go higher, can’t go lower, and cannot float in the middle. They must touch the dotted line and go below the bottom line. They must touch the top line, the bottom line, and it’s OK if they go higher lower or float in the middle.

3.  According to SMHP, how is the spacing between letters taught and scored? Counting all the potential spaghetti spaces in between letters within a word, placing that number in the denominator, then starring the places where there was room for only one and placing that number in the numerator. Counting all the potential meatball spaces in between letters and placing that number in the denominator, then starring the places where there was room for only one same sized meatball and placing that number in the numerator. Counting all the potential spaghetti spaces in between letters within a word, placing that number in the numerator, then starring the places where there was room for only one and placing that number in the denominator. Counting all the potential meatball spaces in between words and placing that number in the numerator, then starring the places where there was room for only one same sized meatball and placing that number in the denominator.

4.  Which of the following statements is true about the research on Size Matters Handwriting Program: Change scores were significant at a .001 level in the largest research study ever done on handwriting. A comparison of 9 handwriting programs concluded that when it came to legibility, Size Matters was best. SMHP was effective with at-risk Kindergartners and promotes letter-sound and letter name recognition. All of the above

5.  According to research regarding a cognitive self-monitoring intervention with Second-Grade students… The Size Matters Handwriting Program’s self-monitoring component builds a buy-in with students, and promotes learning of size and space. Handwriting is self-evident and a logical consequence of normal development. Teacher collaboration for handwriting instruction does not work. Children remember more when typing and writing by hand.

6.  In a multi-tiered approach to intervention, what SMHP concepts and strategies could you employ schoolwide or within classrooms at a Tier 1 level? Share the 8 Key Concepts with teachers, especially the Rules for Letter Sizes at an assembly or in class Provide different grade level of paper to teachers Make writing lines on a white board so teachers can model the exact touching of their Letter Lines to the Writing Lines All of the above

7.  In a multi-tiered approach to intervention, what SMHP materials could you share schoolwide? Size Matters Posters in the hallway Master Guide of Adapted Paper in the office and copy rooms AlphaTrangles throughout all classrooms All of the above

8.  What screening tool assesses a lack of consensus between teachers and students, as well as provides implications for treatment and can be used classroom-wide or in small groups at a Tier Two level? The Point of View Survey Progress Monitoring Form A Spaghetti and Meatballs Scoring for size

9.  How could the Size Matters Handwriting Program provide individualized intensive instruction at a Tier Three level? Custom worksheets and journal books Getting a baseline and teaching self-monitoring for size and space Collaborating with teachers, and training parents and aides All of the above

10.  What SMHP concept and strategy could teachers use in all multitiered intervention levels to enable children to determine their own practice and score their own work? Pencils and paper Slant boards and standing desks Stars and Dice Touch points and writing lines