Saletta Fitzgibbons M. The Interface Between Reading and Handwriting. Front Psychol. 2022 Jul 6;13:892-913. doi: 10.3389/fpsyg.2022.892913. PMID: 35874341; PMCID: PMC9298537. Available at: https://www.researchgate.net/publication/361819254_The_Interface_Between_Reading_and_Handwriting
Summary
Meredith Saletta Fitzgibbons explores the deep neurological and developmental links between reading and handwriting, emphasizing their shared cognitive, linguistic, and motor foundations. She argues that reading is not solely a linguistic activity and writing not merely a motor task; both rely on overlapping neural networks, particularly within the visual word form area (VWFA), premotor cortex, and Exner’s area, which activate during both reading and writing tasks.
Fitzgibbons traces handwriting development from early scribbling to letter formation and highlights how manual writing strengthens letter recognition, memory, and reading fluency—benefits not replicated by typing. The article also discusses how dyslexia and developmental coordination disorder (DCD) often co-occur, affecting both reading and handwriting through shared neurological pathways.
For clinicians and educators, Fitzgibbons recommends multimodal, multisensory instructional approaches—such as the Orton-Gillingham, Montessori, and Wilson methods—that integrate visual, auditory, and kinesthetic learning. These techniques, along with technology-assisted handwriting interventions, can enhance both literacy and motor outcomes.
Ultimately, the article underscores that handwriting instruction is not an outdated skill but a vital component of literacy education. Strengthening writing fluency, she concludes, directly supports reading acquisition and cognitive efficiency in learners.