The Theory Behind Letter Leaders

The Letter Leaders program is based on two theories: the developmental theory and the motor-learning theory.  

The Developmental Theory

Current research in developmental theory indicates that handwriting is a complex motor activity where lower-level perceptual motor and higher-level cognitive processes continually interact and mature over time (Medwell and Wray, 2007; Hoy, 2011; Volman, Schendel, and Jongmans, 2006). Children begin to engage in prewriting perceptual motor skills such as scribbling with crayons and imitating vertical lines as early as twelve months (Beery, 1989; Henderson and Pehoski, 1995). Over time and with practice, these prewriting skills mature, and by age three, it is developmentally appropriate for a child to form vertical lines, horizontal lines, and circles (Beery, 2006). By age four, many children are able to successfully manipulate a writing utensil to produce basic shapes and lines. This becomes the basis for forming words and sentences (Beery, 2006; Henderson and Pehoski, 1995). By age six, a child should be able to form more complex shapes, including all letters of the manuscript alphabet (Beery, 2006). Letter Leaders was developed with this progression in mind. Children first learn prewriting skills. Next, they learn how to properly form capital letters that are grouped intentionally based on the lines/pencil strokes required to make each letter and their developmental ease. Finally, children are ready to learn proper lowercase letter formation and beginning handwriting skills.

The Motor-Learning Theory

• Letter Leaders is based on the primary principles of motor-learning theory. These include:
• Learning a novel motor action occurs as a direct result of practice.
• Learning a novel motor action is reinforced by specific internal and external feedback support.
• Learning a novel motor action is a three-stage process from novel to automatic. 

As adults, the motor acts we regularly engage in are automatic, unconscious, and require no attentional effort; for example, using utensils to feed ourselves, riding a bicycle, and typing. However, at one point they were novel, and we had to learn how to perform them. According to the motor-learning theory, this type of learning occurs in a three-stage process. Through practice and feedback, a person moves through each phase of motor learning, from novel to automatic. Guided by these principles, the Letter Leaders handwriting program is divided into three learning stages.