cursive writing benefits

The Case for Cursive: 6 Reasons Why Cursive Handwriting is Good for Your Brain

By editorial staff | jun 10, 2019.

If you have kids or attend school yourself, you might have noticed that cursive handwriting—that loopy, continuous written style popular in the 20th century and recently cast aside in favor of key-boards—is making a comeback. And just because we have more tools to communicate doesn’t mean that those who aren’t in school should abandon cursive writing, which provides an abundance of benefits. Keep reading to see what we mean.

1. Cursive provides a flow of thought as well as a flow of words.

Numerous studies on the effect of writing in cursive have been completed, but one of the most influential remains a 1976 investigation from the journal Academic Therapy. It demonstrated that the act of writing words in a continuous fashion—as opposed to the interrupted format of block letters—promoted an understanding of complete words better than separate letters. Humans, after all, think structurally, not phonetically. Cursive helps reinforce that.

2. Cursive helps you focus on content.

When one becomes proficient in cursive, the barrier between thought and action is minimal. In fact, the College Board found that students taking the essay portion of the SAT exam scored slightly higher when writing in cursive than if they printed their answers. By not having to slow down with block printing, experts believed they could put virtually all of their focus on the content of their work.

3. Cursive gets the entire brain working.

Cursive may seem like just a different way of writing, but studies have found that it activates different neurological pathways than typing or manuscript writing. And reading cursive also activates different parts of the brain than printed text—one study found that in all cases they studied, when they presented information to the left hemisphere of the brain fewer errors occurred than when it was presented to the right hemisphere. But when reading cursive, this advantage was much smaller, indicating that the right hemisphere plays a much larger in reading cursive than in printed form.

4. Cursive helps you retain more information.

Studies have shown that taking notes during an educational class using handwriting is preferable to typing. That’s because when we type, we’re able to transcribe speech almost verbatim. When we write, we have to be more selective and the brain has to process information to decide what’s important enough to write down. That level of brain engagement tends to make information “stick” rather than just pass through our typing fingers.

5. Cursive may help improve motor control.

Cursive handwriting is a fine motor skill that allows for plenty of practice. For people with developmental dysgraphia this can have a range of benefits to improve these skills.

6. Cursive will make you a better speller.

The act of writing out words and thinking of them as a single unit means you’re more likely to re-tain their proper spelling than if you simply typed them out. Cursive writers tend to spell more accurately as a result.

Every time you put pen to paper, you can get creative from curlicues to calligraphy. It’s just one of the incredible things paper can help you do. Learn more at howlifeunfolds.com/learning-education .

Sources: Mental Floss ; Academic Therapy ; NASBE [ PDF ]; Medium/@JudySantilliPackhem ; Written Language and Literacy [ PDF ]; Brain and Language ; Developmental Neuropsychology [ PDF ]; The New York Times [ 1 , 2 ]; Intechopen ; NPR

• Skip to main content
• Keyboard shortcuts for audio player

Your Health

• Treatments & Tests
• Health Inc.
• Public Health

Why writing by hand beats typing for thinking and learning

Jonathan Lambert

If you're like many digitally savvy Americans, it has likely been a while since you've spent much time writing by hand.

The laborious process of tracing out our thoughts, letter by letter, on the page is becoming a relic of the past in our screen-dominated world, where text messages and thumb-typed grocery lists have replaced handwritten letters and sticky notes. Electronic keyboards offer obvious efficiency benefits that have undoubtedly boosted our productivity — imagine having to write all your emails longhand.

To keep up, many schools are introducing computers as early as preschool, meaning some kids may learn the basics of typing before writing by hand.

But giving up this slower, more tactile way of expressing ourselves may come at a significant cost, according to a growing body of research that's uncovering the surprising cognitive benefits of taking pen to paper, or even stylus to iPad — for both children and adults.

Is this some kind of joke? A school facing shortages starts teaching standup comedy

In kids, studies show that tracing out ABCs, as opposed to typing them, leads to better and longer-lasting recognition and understanding of letters. Writing by hand also improves memory and recall of words, laying down the foundations of literacy and learning. In adults, taking notes by hand during a lecture, instead of typing, can lead to better conceptual understanding of material.

"There's actually some very important things going on during the embodied experience of writing by hand," says Ramesh Balasubramaniam , a neuroscientist at the University of California, Merced. "It has important cognitive benefits."

While those benefits have long been recognized by some (for instance, many authors, including Jennifer Egan and Neil Gaiman , draft their stories by hand to stoke creativity), scientists have only recently started investigating why writing by hand has these effects.

A slew of recent brain imaging research suggests handwriting's power stems from the relative complexity of the process and how it forces different brain systems to work together to reproduce the shapes of letters in our heads onto the page.

Your brain on handwriting

Both handwriting and typing involve moving our hands and fingers to create words on a page. But handwriting, it turns out, requires a lot more fine-tuned coordination between the motor and visual systems. This seems to more deeply engage the brain in ways that support learning.

Shots - Health News

Feeling artsy here's how making art helps your brain.

"Handwriting is probably among the most complex motor skills that the brain is capable of," says Marieke Longcamp , a cognitive neuroscientist at Aix-Marseille Université.

Gripping a pen nimbly enough to write is a complicated task, as it requires your brain to continuously monitor the pressure that each finger exerts on the pen. Then, your motor system has to delicately modify that pressure to re-create each letter of the words in your head on the page.

"Your fingers have to each do something different to produce a recognizable letter," says Sophia Vinci-Booher , an educational neuroscientist at Vanderbilt University. Adding to the complexity, your visual system must continuously process that letter as it's formed. With each stroke, your brain compares the unfolding script with mental models of the letters and words, making adjustments to fingers in real time to create the letters' shapes, says Vinci-Booher.

That's not true for typing.

To type "tap" your fingers don't have to trace out the form of the letters — they just make three relatively simple and uniform movements. In comparison, it takes a lot more brainpower, as well as cross-talk between brain areas, to write than type.

Recent brain imaging studies bolster this idea. A study published in January found that when students write by hand, brain areas involved in motor and visual information processing " sync up " with areas crucial to memory formation, firing at frequencies associated with learning.

"We don't see that [synchronized activity] in typewriting at all," says Audrey van der Meer , a psychologist and study co-author at the Norwegian University of Science and Technology. She suggests that writing by hand is a neurobiologically richer process and that this richness may confer some cognitive benefits.

Other experts agree. "There seems to be something fundamental about engaging your body to produce these shapes," says Robert Wiley , a cognitive psychologist at the University of North Carolina, Greensboro. "It lets you make associations between your body and what you're seeing and hearing," he says, which might give the mind more footholds for accessing a given concept or idea.

Those extra footholds are especially important for learning in kids, but they may give adults a leg up too. Wiley and others worry that ditching handwriting for typing could have serious consequences for how we all learn and think.

What might be lost as handwriting wanes

The clearest consequence of screens and keyboards replacing pen and paper might be on kids' ability to learn the building blocks of literacy — letters.

"Letter recognition in early childhood is actually one of the best predictors of later reading and math attainment," says Vinci-Booher. Her work suggests the process of learning to write letters by hand is crucial for learning to read them.

"When kids write letters, they're just messy," she says. As kids practice writing "A," each iteration is different, and that variability helps solidify their conceptual understanding of the letter.

Research suggests kids learn to recognize letters better when seeing variable handwritten examples, compared with uniform typed examples.

This helps develop areas of the brain used during reading in older children and adults, Vinci-Booher found.

"This could be one of the ways that early experiences actually translate to long-term life outcomes," she says. "These visually demanding, fine motor actions bake in neural communication patterns that are really important for learning later on."

Ditching handwriting instruction could mean that those skills don't get developed as well, which could impair kids' ability to learn down the road.

"If young children are not receiving any handwriting training, which is very good brain stimulation, then their brains simply won't reach their full potential," says van der Meer. "It's scary to think of the potential consequences."

Many states are trying to avoid these risks by mandating cursive instruction. This year, California started requiring elementary school students to learn cursive , and similar bills are moving through state legislatures in several states, including Indiana, Kentucky, South Carolina and Wisconsin. (So far, evidence suggests that it's the writing by hand that matters, not whether it's print or cursive.)

Slowing down and processing information

For adults, one of the main benefits of writing by hand is that it simply forces us to slow down.

During a meeting or lecture, it's possible to type what you're hearing verbatim. But often, "you're not actually processing that information — you're just typing in the blind," says van der Meer. "If you take notes by hand, you can't write everything down," she says.

The relative slowness of the medium forces you to process the information, writing key words or phrases and using drawing or arrows to work through ideas, she says. "You make the information your own," she says, which helps it stick in the brain.

Such connections and integration are still possible when typing, but they need to be made more intentionally. And sometimes, efficiency wins out. "When you're writing a long essay, it's obviously much more practical to use a keyboard," says van der Meer.

Still, given our long history of using our hands to mark meaning in the world, some scientists worry about the more diffuse consequences of offloading our thinking to computers.

"We're foisting a lot of our knowledge, extending our cognition, to other devices, so it's only natural that we've started using these other agents to do our writing for us," says Balasubramaniam.

It's possible that this might free up our minds to do other kinds of hard thinking, he says. Or we might be sacrificing a fundamental process that's crucial for the kinds of immersive cognitive experiences that enable us to learn and think at our full potential.

Balasubramaniam stresses, however, that we don't have to ditch digital tools to harness the power of handwriting. So far, research suggests that scribbling with a stylus on a screen activates the same brain pathways as etching ink on paper. It's the movement that counts, he says, not its final form.

Jonathan Lambert is a Washington, D.C.-based freelance journalist who covers science, health and policy.

• handwriting

Every print subscription comes with full digital access

Science News

Handwriting may boost brain connections more than typing does.

The finding adds to growing evidence of handwriting’s benefits

Using a pen or pencil to write boosts brain connectivity, which suggests handwriting might help with learning.

Rafa Fernandez Torres/Moment/Getty Images

Share this:

By Claudia López Lloreda

January 26, 2024 at 12:00 am

Writing out the same word again and again in cursive may bring back bad memories for some, but handwriting can boost connectivity across brain regions, some of which are implicated in learning and memory, a new study shows.

When asked to handwrite words, college students showed increased connectivity across the brain, particularly in brain waves associated with memory formation, compared with when they typed those words instead, researchers report January 26 in Frontiers in Psychology . The finding adds to growing evidence of handwriting’s benefits and could give fodder to laws that implement handwriting curricula, such as the recently enacted California law requiring the teaching of cursive in grades 1 through 6.

The new study shows that “there is a fundamental difference in brain organization for handwriting as opposed to typing,” says Ramesh Balasubramaniam, a neuroscientist at the University of California, Merced who was not involved with the study.

Plenty of previous research has shown that handwriting improves spelling accuracy , memory recall and conceptual understanding . Scientists think that the slow process of tracing out letters and words gives individuals more time to process the material and learn.

In the new study, psychologists Audrey van der Meer and Ruud van der Weel, both at the Norwegian University of Science and Technology in Trondheim, recruited students from the university and stuck electrodes on their heads. The researchers asked the students to type out or handwrite in cursive with a digital pen a word that appeared on a computer screen. Sensors in a cap recorded electrical brain activity while participants carried out each task.

Then the scientists looked for coherence, which is when two brain areas are active with the same frequency of electrical waves at the same time. This parameter can reveal the strength of functional connectivity among different regions across the brain.

With handwriting, the researchers saw increased activity, specifically in low frequency bands called alpha and theta, not only in the expected motor areas due to the movement but also in others associated with learning. These low frequency bands have previously been shown to support memory processes. When the team compared the two tasks, they realized that handwriting — but not typing — increased the connectivity across parietal brain regions, which are involved in sensory and motor processing, and central ones, many of which are involved in memory. These findings suggest that there are distinct processes of brain activation happening while a person types or writes.

“Even when the movements are very similar, the activation seems much, much higher in handwriting,” Balasubramaniam says. “It shows that there’s more involvement of these brain regions when you’re handwriting, which might give you some specific advantages.”

The researchers posit that this boost of stimulation facilitates learning because these particular waves between these areas are implicated in memory formation and encoding .

Because the team did not test whether participants remembered the words, it’s not yet clear how exactly the increased activity impacts learning, says psychologist Kathleen Arnold of Radford University in Virginia. “[The study] warrants some follow up to see what exactly is causing those connectivity differences and whether or not they reflect learning outcomes.”

Balasubramaniam also notes that it’s possible the differences in brain activation are merely due to the unique movement required to type or write. “But that said, we’ve got to start somewhere, and these are the first results to actually show that these two things have different brain activation patterns.”

And although handwriting may help with learning processes, typing is often easier, faster and more practical. Students and teachers alike should therefore consider the task at hand to inform their decision to handwrite or type, van der Meer says. For example, using handwriting to take notes might help retain information better while typing out an essay may be easier.

Despite the need for more studies to determine the optimal learning strategy, experts say that handwriting shouldn’t be left behind in the digital age. “[Schools] need to bring in more writing into curriculum design,” Balasubramaniam says.

Van der Meer agrees. “[Writing is] so good for [young] brains, so we shouldn’t use [this generation] as guinea pigs to see how their brains end up without any handwriting,” she says. “And it’s important for them to be able to at least write a grocery list or a love letter. I really think that that is important for us humans.”

More Stories from Science News on Neuroscience

Biological puzzles abound in an up-close look at a human brain

Two distinct neural pathways may make opioids like fentanyl so addictive

The heart plays a hidden role in our mental health

How smart was T. rex ?

Lampreys have ‘fight or flight’ cells, challenging ideas about nervous system evolution

Rat cells grew in mice brains, and helped sniff out cookies

These windpipe cells trigger coughs to keep water out of the lungs

Tiny treadmills show how fruit flies walk

Subscribers, enter your e-mail address for full access to the Science News archives and digital editions.

Not a subscriber? Become one now .

• Share full article

Advertisement

Supported by

student opinion

Should All Schools Teach Cursive?

A 10-year-old cursive champ makes an argument in its favor. Is he convincing?

By Jeremy Engle

Find all our Student Opinion questions here.

Do you know how to write in cursive? If yes, where did you learn this skill? How often do you use it?

Is cursive a valuable skill in 2019? Or is it a relic of the past?

In “ A Defense of Cursive, From a 10-Year-Old National Champion ,” Tracey Tully writes:

A fifth grader in New Jersey is a master of curlicues and connecting loops. His technique is so good he was named a state and national champion of a dying art: cursive writing, a skill that once seemed destined to go the way of the typewriter. The boy, Edbert Aquino, who is 10, took home last year’s national trophy, $500 and bragging rights for his Roman Catholic elementary school in Bergen County. But competition for the prize might just get stiffer in New Jersey. Assemblywoman Angela McKnight, a Democrat from Jersey City, has introduced legislation that would require public schools to again teach a skill that had been phased out across the country, but is now enjoying something of a revival. Like many students in New Jersey, Ms. McKnight’s son had never been taught cursive writing. Tasks she considers fundamental were beyond him: autographing a yearbook; endorsing a check; signing an application. So she bought a workbook and taught him at home. “I wanted him to be able to sign his name,” she said. “It’s a life skill.” The proliferation of computers and screens, coupled with the advent of rigorous Common Core standards and new demands on teachers, had led to a gradual disappearance of cursive instruction across the nation. In New Jersey, public schools have not been required to teach handwriting since 2010. To many people who recall being berated for their illegible writing, the disappearance of cursive is nothing to lament. “As an exercise, writing things by hand is up there with cobbling shoes and shoeing horses,” a columnist, Alexandra Petri, wrote in 2012 in The Washington Post.

The article explores some of the benefits of cursive and handwriting:

We are having trouble retrieving the article content.

Please enable JavaScript in your browser settings.

Thank you for your patience while we verify access. If you are in Reader mode please exit and  log into  your Times account, or  subscribe  for all of The Times.

Thank you for your patience while we verify access.

Already a subscriber?  Log in .

Want all of The Times?  Subscribe .

17 Reasons Cursive is Important

by Pat Wyman | Oct 12, 2022 | Articles

In the ongoing world-wide cursive debate we reached out to the experts and found 17 reasons cursive is important and why children should learn it.

While cursive handwriting for kids may not seem as essential as it once was to communicate in letters or memos, the world’s experts maintain that there are significant body, brain, learning and memory benefits when writing in cursive.

Award-winning cursive workbook.

The director of CognitionSF, Melissa Holman-Kursky, says “Cursive still has great benefits.”

Donna Whittaker, vice president of Curriculum and Education at Big Blue Marble Academy headquartered in Auburn, Alabama, maintains that handwriting cursive builds strength in muscles and fingers in a way keyboarding does not.

“Keyboards and touch screens require little or no finger and wrist strength,” Whittaker said. “Children use keyboards and swipe to produce letters versus handwriting” — which she said can result in “weak wrists and finger muscles.”

1. Cursive handwriting improves fine motor control and pencil grip

2. cursive helps improve recall when note-taking because notes are synthesized, 3. cursive makes kids better spellers, 4. kids develop better abstract thinking skills using cursive, 5. children experience an increase in skills related to syntax, 6. cursive increases comprehension and participation in learning, 7. cursive helps increase more neural connections in the brain, 8. kids become better writers, 9. cursive improves brain development in the areas of thinking, language and working memory, 10. cursive helps increase writing speed through the connected words and sentences, 11. self-discipline improves when using cursive, 12. cursive helps improve student self-confidence to communicate freely with the written word, 13. cursive handwriting helps children improve their focus, 14. improves creativity, 15. cursive helps kids generate more new ideas because it uses a larger surface area of the brain, 16. stimulates brain synapses and synchronicity between both sides of the brain whereas keyboarding does not, 17. cursive builds strong muscle memory and improves eye hand coordination thus enhancing learning overall.

Cursive expert Pam Meuller and Daniel Oppenheimer, in their research study and article, The Pen is Mightier Than the Keyboard , note the many advantages of cursive over keyboarding. According to their research, keyboarding results in verbatim note-taking, which inhibits learning, and cursive note-taking results in the reframing of information, embedding it and making it your own.

When you consider whether or not to teach your child cursive handwriting, you may want to review these 17 reasons cursive is important and even consider using a cursive handwriting workbook for kids so they can practice at home.

Where is Cursive Handwriting Taught?

In the United States public schools, currently, 21 states require cursive handwriting for kids in their curriculum. Thousands of private schools including Montessori and charter schools still require learning cursive because of the significant benefits to overall child brain and body development.

Here are the states that require cursive handwriting and many schools, recommend that you get a cursive handwriting workbook for kids in order to supplement learning cursive at home:

Alabama, Arizona, Arkansas, Delaware, Florida, Georgia, Illinois, Indiana, Kentucky, Louisiana, Maryland, Massachusetts, Mississippi, North Carolina, Ohio, Oklahoma, South Carolina, Tennessee, Texas, Virginia, West Virginia

Cursive is usually taught in elementary school around the third or fourth grade.

Author Bio: Pat Wyman is the founder and CEO of HowtoLearn.com. As a learning expert and university professor, she seeks out the best information possible to help children learn.

Related articles: Cursive Handwriting Workbook for Kids Wins Parent and Teacher Choice Award from Howtolearn.com

NEW COURSE: How to Read a Book in a Day and Remember It

Call for Entries Parent and Teacher Choice Awards. Winners Featured to Over 2 Million People

All About Reading-Comprehensive Instructional Reading Program

Parent & Teacher Choice Award Winner – Letter Tracing for Kids

Parent and Teacher Choice Award Winner – Number Tracing for Kids ages 3-5

Parent and Teacher Choice Award winner! Cursive Handwriting for Kids

One Minute Gratitude Journal

Parent and Teacher Choice Award winner! Cursive Handwriting for Teens

Make Teaching Easier! 1000+ Images, Stories & Activities

Prodigy Math and English – FREE Math and English Skills

Recent Posts

• 5 Essential Techniques to Teach Sight Words to Children
• 7 Most Common Reading Problems and How to Fix Them
• Best Program for Struggling Readers
• 21 Interactive Reading Strategies for Pre-Kindergarten
• 27 Education Storybook Activities to Improve Literacy

Recent Comments

• Glenda on How to Teach Spelling Using Phonics
• Dorothy on How to Tell If You Are an Employee or Entrepreneur
• Pat Wyman on 5 Best Focus and Motivation Tips
• kapenda chibanga on 5 Best Focus and Motivation Tips
• Jennifer Dean on 9 Proven Ways to Learn Anything Faster

• Join us for our Summer Conferences in July!
• 502-966-9115

No products in the cart.

Return to shop

• What is Classical Education?
• Memoria Press Staff
• Podcast Network

Shop by Product

Shop by grade, shop by subject.

• Online Academy
• MP Oxford Conference
• 2024 Sodalitas Homeschool Conference
• 2024 Teacher Training Conference
• 2024 Memoria College Conference
• HLS – MP Model School
• Highlands Latin Cottage Schools
• Memoria College
• Memoria Press App
• Memoria Press Gear
• Talk to a Person
• Schools Division
• MP Communities
• 2024 Conventions Calendar

Penmanship , SCJ Winter 2018 , Simply Classical Journal

Top 10 reasons to learn cursive.

Developing an attractive, legible cursive handwriting style certainly has great aesthetic value, but it also has numerous mental, physical, social, and practical benefits. Here are the Top 10 reasons to learn cursive!

1. Improved neural connections. Cursive handwriting stimulates the brain in ways that typing cannot. It improves the dynamic interplay of the left and right cerebral hemispheres, helps build neural pathways, and increases mental effectiveness. According to Virginia Berninge r, a researcher and professor at the University of Washington, “Pictures of brain activity have illustrated that sequential finger movements used in handwriting activated massive regions of the brain involved in thinking, language, and working memory. Handwriting differs from typing because it requires executing sequential finger strokes to form a letter, whereas keyboarding only involves touching a key.”

2. Improved ability to read cursive. When individuals cannot read cursive, they are cursively illiterate in their own language. The ability to read cursive is required in many settings.

3. Increased writing speed. The connectivity of a simple cursive style is faster to write than the stop and-start strokes of printing. Speed has been shown to increase attention span during writing. This increases continuity and fluidity in writing, which in turn encourages greater amounts of writing .

4. Improved fine motor skills. “Cursive handwriting naturally develops sensory skills. Through repetition the children begin to understand how much force needs to be applied to the pencil and paper, the positioning of the pencil to paper at the correct angle, and motor planning to form each letter in fluid motion from left to right. This physical and spatial awareness allows them to write, but more importantly, builds the neural foundation of sensory skills needed for a myriad of everyday tasks such as buttoning, fastening, tying shoes, picking up objects, copying words from blackboards, and most importantly, reading.” ( Cutting Cursive , The Real Cost. Candace Meyer, CEO, Minds-in-Motion, Inc.)

5. Increased retention. The act of taking notes by hand instead of on a computer encourages a student to process the content and reframe it, which leads to better understanding and retention. Studies indicate that college students remembered information better one week later when they transcribed a paragraph in cursive than when they printed it or used a keyboard.

6. Ease of learning. Printing is more difficult than cursive due to the frequent stop-and-start motion when forming letters. In addition, some printed letters look similar and are easily reversed, like the b and d, which is often confusing to children. Cursive is of particular value to children with learning challenges such as dyslexia, dysgraphia, and difficulties with attention.

7. Improved legibility and spelling ability. Cursive requires children to write from left to right so that the letters will join in proper sequence and with proper spacing, making their writing easier to read. It also aids with spelling through muscle memory, as the hand acquires memory of spelling patterns through fluid movements that are used repeatedly. This is the same phenomenon that occurs when pianists learn patterns of hand movements through continued repetition.

8. Increased self-discipline. Cursive handwriting is complex, and is inherently associated with the development of fine-motor skills and hand-eye coordination. Learning cursive prompts children to also develop self-discipline, which is a useful skill in all areas of life.

9. Higher quality signature. Cursive handwriting will improve the attractiveness, legibility, and fluidity of one’s signature.

10. Increased self-respect. The ability to master the skill of writing clearly and fluidly improves the students’ confidence to communicate freely with the written word. Handwriting is a vital life skill.

Top 10 Reasons to Learn Cursive by Iris Hatfield, author of New American Cursive

Leave a Reply Cancel reply

You must be logged in to post a comment.

• Full-Year Curriculum Sets
• Jr. Kindergarten
• Kindergarten
• American & Modern Studies
• Art, Music, & Enrichment
• Christian Studies
• Classical Studies
• Lesson Plans
• Literature & Poetry
• Logic & Rhetoric
• Modern Languages
• Phonics & Spelling
• Read-Aloud Sets
• Resource Books
• Special Needs
• Streaming Courses
• Writing & English Grammar
• HLS — MP Model School
• Highlands Latin Cottage School

The Case for Cursive: 6 Reasons Why Cursive Handwriting is Good for Your Brain

If you have kids or attend school yourself, you might have noticed that cursive handwriting—that loopy, continuous written style popular in the 20th century and recently cast aside in favor of keyboards—is making a comeback. And just because we have more tools to communicate doesn’t mean that those who aren’t in school should abandon cursive writing, which provides an abundance of benefits. Keep reading to see what we mean.

1. Cursive provides a flow of thought as well as a flow of words.

Numerous studies on the effect of writing in cursive have been completed, but one of the most influential remains a 1976 investigation from the journal Academic Therapy. It demonstrated that the act of writing words in a continuous fashion—as opposed to the interrupted format of block letters—promoted an understanding of complete words better than separate letters. Humans, after all, think structurally, not phonetically. Cursive helps reinforce that.

2. Cursive helps you focus on content.

When one becomes proficient in cursive, the barrier between thought and action is minimal. In fact, the College Board found that students taking the essay portion of the SAT exam scored slightly higher when writing in cursive than if they printed their answers. By not having to slow down with block printing, experts believed they could put virtually all of their focus on the content of their work.

3. Cursive gets the entire brain working.

Cursive may seem like just a different way of writing, but studies have found that it activates different neurological pathways than typing or manuscript writing. And reading cursive also activates different parts of the brain than printed text—one study found that in all cases they studied, when they presented information to the left hemisphere of the brain fewer errors occurred than when it was presented to the right hemisphere. But when reading cursive, this advantage was much smaller, indicating that the right hemisphere plays a much larger in reading cursive than in printed form.

4. Cursive helps you retain more information.

Studies have shown that taking notes during an educational class using handwriting is preferable to typing. That’s because when we type, we’re able to transcribe speech almost verbatim. When we write, we have to be more selective and the brain has to process information to decide what’s important enough to write down. That level of brain engagement tends to make information “stick” rather than just pass through our typing fingers.

5. Cursive may help improve motor control.

Cursive handwriting is a fine motor skill that allows for plenty of practice. For people with developmental dysgraphia this can have a range of benefits to improve these skills.

6. Cursive will make you a better speller.

The act of writing out words and thinking of them as a single unit means you’re more likely to retain their proper spelling than if you simply typed them out. Cursive writers tend to spell more accurately as a result.

Every time you put pen to paper, you can get creative from curlicues to calligraphy. It’s just one of the incredible things paper can help you do.

You Might Also Like

Unleash your creativity through collage journaling.

The Art and Benefits of the Thank-you Note

100 Reasons to Send a Card

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Front Psychol

The Importance of Cursive Handwriting Over Typewriting for Learning in the Classroom: A High-Density EEG Study of 12-Year-Old Children and Young Adults

Associated data.

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation, to any qualified researcher.

To write by hand, to type, or to draw – which of these strategies is the most efficient for optimal learning in the classroom? As digital devices are increasingly replacing traditional writing by hand, it is crucial to examine the long-term implications of this practice. High-density electroencephalogram (HD EEG) was used in 12 young adults and 12, 12-year-old children to study brain electrical activity as they were writing in cursive by hand, typewriting, or drawing visually presented words that were varying in difficulty. Analyses of temporal spectral evolution (TSE, i.e., time-dependent amplitude changes) were performed on EEG data recorded with a 256-channel sensor array. For young adults, we found that when writing by hand using a digital pen on a touchscreen, brain areas in the parietal and central regions showed event-related synchronized activity in the theta range. Existing literature suggests that such oscillatory neuronal activity in these particular brain areas is important for memory and for the encoding of new information and, therefore, provides the brain with optimal conditions for learning. When drawing, we found similar activation patterns in the parietal areas, in addition to event-related desynchronization in the alpha/beta range, suggesting both similarities but also slight differences in activation patterns when drawing and writing by hand. When typewriting on a keyboard, we found event-related desynchronized activity in the theta range and, to a lesser extent, in the alpha range in parietal and central brain regions. However, as this activity was desynchronized and differed from when writing by hand and drawing, its relation to learning remains unclear. For 12-year-old children, the same activation patterns were found, but to a lesser extent. We suggest that children, from an early age, must be exposed to handwriting and drawing activities in school to establish the neuronal oscillation patterns that are beneficial for learning. We conclude that because of the benefits of sensory-motor integration due to the larger involvement of the senses as well as fine and precisely controlled hand movements when writing by hand and when drawing, it is vital to maintain both activities in a learning environment to facilitate and optimize learning.

Introduction

Digital devices are increasingly replacing traditional writing by hand ( Longcamp et al., 2006 ; Kiefer et al., 2015 ), and as both reading and writing are becoming more and more digitized at all levels of education, it is crucial to examine the long-term implications of this practice that are still largely unknown ( Mangen and Balsvik, 2016 ; Patterson and Patterson, 2017 ). Despite several studies supporting the benefits for learning when taking notes by hand compared to laptop note-taking (e.g., Longcamp et al., 2005 ; Smoker et al., 2009 ; James and Engelhardt, 2012 ; Mueller and Oppenheimer, 2014 ; Van der Meer and Van der Weel, 2017 ), it is still unclear how computer use impacts student productivity and learning ( Patterson and Patterson, 2017 ). Due to contradictory results, it has been hard to achieve an explicit agreement, whether the technology serves to help or hinder student performance. Therefore, it is essential to further investigate the long-term implications for learning and how the processes of cursive writing, typewriting, and drawing are working in the brain within a developmental perspective.

Cursive writing is a complex and central cultural skill ( Kersey and James, 2013 ; Kiefer et al., 2015 ), involving many brain systems and the integration of both motor and perceptual skills ( Vinci-Booher et al., 2016 ; Thibon et al., 2018 ). The skill of cursive writing is often used as a tool for learning ( Arnold et al., 2017 ), considering the depths of processing that note-taking by hand provides, even in the absence of a review of the notes ( Kiewra, 1985 ). Thus, cursive writing has been considered an essential precursor for further academic success ( Fears and Lockman, 2018 ), and the skill is typically acquired during childhood in societies with a strong literacy tradition ( Kiefer et al., 2015 ). Children must learn how to coordinate their hand movements accurately and produce the shape of each letter, and they may take several years to master this precise skill ( Van der Meer and Van der Weel, 2017 ).

Today, most adults write using a keyboard and computer ( Longcamp et al., 2005 , 2006 ), and in some countries programs for elementary school education, typewriting on digital devices has already replaced traditional handwriting ( Kiefer et al., 2015 ). Therefore, the amount of time spent writing by hand has been reduced as learning activities are increasingly relying upon digital devices ( Mueller and Oppenheimer, 2014 ; Vinci-Booher et al., 2016 ). These devices (e.g., tablets and mobile phones) may improve a student’s ability to take notes, but they may also hinder learning in different and unknown ways ( Stacy and Cain, 2015 ). Most educators acknowledge note-taking as an important factor of classroom learning ( Stacy and Cain, 2015 ), and keyboard activity is now often recommended as a substitute for early handwriting as this type of activity is less demanding and frustrating for children ( Cunningham and Stanovich, 1990 ).

Proponents of computers in the classroom stress the benefits of children being able to produce large texts earlier and receiving immediate feedback on their texts and questions through the Internet ( Hultin and Westman, 2013 ). On the other hand, critics of computers in the classroom have found computer use to have a negative impact on course grades ( Patterson and Patterson, 2017 ), lower class performance ( Fried, 2008 ) as well as being distracting in the way that students habitually multitask ( Sana et al., 2013 ). Compared to typewriting training, handwriting training has not only been found to improve spelling accuracy ( Cunningham and Stanovich, 1990 ) and better memory and recall ( Longcamp et al., 2006 ; Smoker et al., 2009 ; Mueller and Oppenheimer, 2014 ), but also improved letter recognition ( Longcamp et al., 2005 , 2008 ). These benefits have not only been found in traditional handwriting using an ink pen, but also in handwriting using a digital pen ( Osugi et al., 2019 ). These results suggest that the involvement of the intricate hand movements and shaping of each letter may be beneficial in several ways. Therefore, the next question might be if any motor activity facilitates learning, or if the keyboard and pen cause different underlying neurological processes within the brain. If so, changing the motor condition while children are learning may affect their subsequent performance ( Longcamp et al., 2005 ).

From the sensorimotor point of view, cursive writing and typewriting are two distinct ways of writing and may as well involve distinct processes in the brain ( Longcamp et al., 2005 , 2006 ; Alonso, 2015 ). The process of cursive writing involves fine coordination of hand movements when producing the shape of each letter, whereas typewriting requires much less kinesthetic information ( Longcamp et al., 2006 ; Smoker et al., 2009 ; Kiefer et al., 2015 ). Several fMRI-studies, in preliterate ( James and Engelhardt, 2012 ) and preschool children (e.g., James, 2010 , 2017 ; Vinci-Booher et al., 2016 ), as well as adults ( Menon and Desmond, 2001 ; Longcamp et al., 2003 ), have shown that areas related to writing processes are also activated when simply perceiving visual letters, suggesting that writing and reading are interrelated processes including a sensorimotor component ( Longcamp et al., 2005 , 2006 ).

Even though several researchers have pointed to certain task-specific brain areas, recent findings in modern neuroscience suggest that the brain is not that simple. Neural processes are highly dynamic ( Lopes da Silva, 1991 ; Singer, 1993 ) and we still know very little about how the different brain systems are working together ( Buzsáki, 2006 ). As recent findings of cognitive neuroscience have found processes in the brain to occur every millisecond, the EEG technique lends itself well to studying brain electrical activity as a function of cursive writing, typewriting, and drawing. The EEG-technique allows us to investigate changes in the state of the underlying networks ( Lopes da Silva, 1991 ), and can reveal the continuously changing task-specific spatial patterns of activations ( Pfurtscheller et al., 1996 ). Studies of cortical oscillations have become a fundamental aspect of modern systems neuroscience, yet, there are still conflicting definitions regarding the different rhythms and their cognitive usefulness ( Fröhlich, 2016 ).

In general, brain oscillations are interactions between the thalamus and cortex and can be viewed as generated by changes in one or more parameters that control oscillations in neuronal networks ( Pfurtscheller and Lopes da Silva, 1999 ). The complex interactions and the following distinctive frequencies are, in short, reflecting different cognitive processes ( Klimesch et al., 1994 ; Berens and Horner, 2017 ). At the neural level, cortical oscillations have been found to reflect periodically membrane voltages that interact by synaptic transmission, reflecting a pattern of depolarization and hyperpolarization that enables or disables effective translation of incoming synaptic input into postsynaptic action potential firing ( Fröhlich, 2016 ). In other words, the frequencies of the following oscillations depend both on the individual neurons and the strength of the action potentials ( Lopes da Silva, 1991 ; Singer, 1993 ). This temporal organization of neural firing is of high importance and is also thought to be critical for the formation of long-term memories in the hippocampus ( Berens and Horner, 2017 ).

Frequency-specific changes in the ongoing EEG, that are not phase-locked to a specific event, can be observed in form of event-related synchronization (ERS) (an increase in spectral amplitude) or event-related desynchronization (ERD) (a decrease in spectral amplitude) ( Pfurtscheller and Aranibar, 1977 ; Pfurtscheller and Lopes da Silva, 1999 ). These longer-lasting ongoing changes can be detected using spectral analyses ( Klimesch, 1996 ), e.g., induced temporal spectral evolution (TSE), to study differences in a given frequency band ( Pfurtscheller et al., 1994 ; Salmelin and Hari, 1994 ). The TSE technique calculates temporal dynamics of EEG oscillations and quantifies both event-related suppressions and/or enhancements of rhythms after the original EEG-data have been inspected and filtered through specific filters ( Salmelin and Hari, 1994 ). Both ERD and ERS are highly frequency-specific and can be displayed in both the same or different locations on the scalp simultaneously ( Lopes da Silva, 1991 ; Pfurtscheller, 1992 ; Pfurtscheller et al., 1996 ; Pfurtscheller and Lopes da Silva, 1999 ).

In a recent EEG-study, Van der Meer and Van der Weel (2017) found that drawing by hand activates larger networks in the brain compared to typewriting, and concluded that the involvement of fine hand movements in note-taking, as opposed to simply pressing a key on a keyboard, may be more beneficial for learning, especially when encoding new information. They found a desynchronized activity within the alpha band in the parietal and occipital areas of the brain, suggesting this activity to be beneficial for learning, especially as the activity was shown to occur in the rather deep structures of the brain (e.g., hippocampus, the limbic system). Both handwriting and drawing are complex tasks that require integration of various skills ( Van der Meer and Van der Weel, 2017 ), and adults often use the same term to refer to young children’s writings and drawings ( Treiman and Yin, 2011 ). Both processes involve several visuomotor components and precise coordination ( Planton et al., 2017 ) to produce artificial marks that appear on a surface ( Treiman and Yin, 2011 ). As drawing can be said to be just as complex as handwriting, this activity is not used daily as an intensive learning strategy in the form of written productions ( Planton et al., 2017 ). Nevertheless, drawing may exhibit just as much higher-level processing as handwriting, if not more so, especially when it comes to creating creative drawings as opposed to writing standardized letters. Therefore, it would be interesting to investigate whether drawing and cursive writing engage similar or different activation patterns in the brain, and how they differ from typewriting on a keyboard based on the literature mentioned above.

As previous studies have found support for the benefits of note-taking by hand in terms of learning, the present study aimed to expand the findings by Van der Meer and Van der Weel (2017) , and further investigate the neurobiological differences in the adult and child brain related to cursive writing, typewriting, and drawing, using high-density EEG. It was hypothesized that handwriting and drawing would activate similar brain areas, in profound structures of the parietal lobe, to a greater extent than typewriting on a keyboard. Studying the adult brain state can provide valuable information ( Vinci-Booher et al., 2016 ), but investigating the stages that lead to the adult-like neural signatures can help us better understand cognitive development and why the brain responds to certain stimuli the way it does as a result of experience ( James, 2010 ). Therefore, the present study includes a group of 12-year-old children, in addition to adults, to investigate if the same activations are apparent as in the literate adult, and perhaps even more critical in terms of learning and initiation of essential neuronal structures in the brain. Hence, the present study aims to investigate the importance of teaching cursive writing in school and to further explore which strategies of cursive writing, typewriting, or drawing are more beneficial to facilitate and optimize learning in the classroom.

Materials and Methods

Participants.

Sixteen healthy school-aged children and sixteen healthy adults were recruited to participate in this study at the Developmental Neuroscience Laboratory at NTNU (Norwegian University of Science and Technology). The study followed a cross-sectional design to study differences in oscillatory brain activity in tasks of cursive writing, typewriting, and drawing among children and adults. The school-aged children were recruited from 7th graders at the Waldorf school in Trondheim, who are very used to cursive handwriting and drawing. Interested parents contacted the lab for further information about their child’s participation. The adults were recruited through different lectures at the university campus, or they were contacted through friends. All participants were right-handed, as determined by the Edinburgh Handedness Inventory ( Oldfield, 1971 ). Only right-handed participants with a handedness quotient larger or equal to +0.6 took part in the study, ranging from lowest to highest, 0.65–0.93 in adults and 0.60–1.00 in children, respectively. Four of the children were removed from further analysis due to inadequate data or other information that could affect the data analyses (e.g., dyslexia, ADHD, or prematurity). In addition, four of the adults were removed due to inadequate data and to maintain equal sized groups. Because of this, the resulting total sample included 12 school-aged children and 12 young adults.

For the school-aged children (four boys and eight girls), the mean age was 11.83 years ( SD = 0.39). Parents gave their informed consent concerning their children, and the child could withdraw from the experiment at any time without any consequences. For the adults (six men and six women), the mean age was 23.58 years ( SD = 2.02). The adults also gave their informed consent and could withdraw at any time. The adults were rewarded with a 150 NOK cinema ticket, whereas the school-aged children were rewarded with snacks in the lab and a picture of themselves with the EEG-net on. The Regional Committee for Medical and Health Ethics approved the study.

Experimental Stimuli and Paradigm

Psychological software tool, E-prime 2.0, was used to generate 15 different Pictionary words on a separate Microsoft Surface Studio. The participants used a digital pen to write in cursive by hand and draw directly on the touch screen, and a keyboard to typewrite the presented words. The screen measured 25.1″ × 17.3″ × 0.5″ and had a screen resolution of 4500 × 3000 (192 PPI) pixels.

The experiment included a total of 45 trials, where each word was presented in three different conditions, represented in a semi-randomized order. The 15 words varied in difficulty, from concrete words, such as “shoe,” to more abstract words, such as “birthday.” For each trial, participants were instructed to either (a) write in cursive the presented word with a digital pen directly on the screen, (b) type the presented word using the right index finger on the keyboard, or (c) draw the presented word by freehand with a digital pen directly on the screen. Whereas handwriting and typewriting were both relatively simple transcription tasks, drawing included higher-level processing (ideation). Before each trial, an instruction appeared 1–2 s before one of the 15 target words appeared, and the participants were given 25 s to either handwrite, type, or draw the word. EEG data were recorded only during the first 5 s of each trial. The participants could draw and write wherever they preferred directly on the screen. The words that were typed were the only words that did not appear on the screen while the participant was typewriting. A small sound indicated that the current trial was over and a new one was about to start. The drawings and writings produced by the participants were stored for offline analyses (see Figure 1 ).

Example of writings and drawings of (A) 12-year-old boy and (B) 23-year-old female student. Figure is reproduced using x,y-coordinates over time from the touchscreen.

EEG Data Acquisition

An EEG Geodesic Sensor Net (GSN) ( Tucker, 1993 ; Tucker et al., 1994 ) with 256 evenly distributed sensors was used to record EEG activity from the participant’s scalp. The signals were amplified using a high-input EGI amplifier, at maximum impedance at 50 kΩ to ensure optimal signal-to-noise ratio ( Picton et al., 2000 ; Ferree et al., 2001 ). The amplified signals were recorded by Net Station software with a sample rate of 500 Hz. All data were stored for further off-line analyses.

Participants usually arrived several minutes prior to the experiment. On arrival, a consent form with all necessary information was given to the participants to sign. For the children, both the parent and the child signed the consent form. The participant’s head was measured to find the correct size for the net. While the participant completed the Edinburgh Handedness Inventory ( Oldfield, 1971 ), the net was soaked in a saline electrolyte for 15 min to optimize electrical conductivity. After being partially dried from the soaking, the net was mounted on the participant’s head. Next, the participant was moved to the experimental room where further information regarding the experiment was given. The experimental room was separated from the control room, where two assistants operated the computers necessary for data acquisition. The participant was sitting comfortably in an adjustable chair in front of a table with two levels, to minimize unnecessary movement in between trials that could cause artifacts in the data. A pillow was used to avoid tension in the back, and the table with the screen (on the second level) was placed as close as possible to the participant. A keyboard was further placed (on the nearest level) in a preferred position for the participant, and a digital pen was used for writing and drawing on the screen. The participants were asked to support their elbow to minimize hand movements in the trials using the pen. In addition, they were asked to sit as still as possible, while at the same time trying to perform the tasks as naturally as possible. The EEG-net was connected to the amplifier and the impedance of the electrodes was checked. Electrode connectivity could be improved by either adjusting their position or by adding additional saline electrolyte for better contact.

A pre-test was completed before the experiment where one of the assistants was present in the room. During this test, the participants could ask questions if needed, and necessary adjustments could be made. The pre-test included one example of each experimental condition, using a word not included in the actual experiment. The experiment started immediately after the pre-test was finished, the impedance was approved, and the participant was ready.

Two experiments were conducted at the same time, with a total of six different conditions, resulting in a total of 90 trials. In order to tap into the neural underpinnings of creative processes, the additional conditions in the separate experiment included (d) describe the presented word with a digital pen directly on the screen (e), copy the presented sentence with a digital pen directly on the screen, and (f) draw a copy of the presented drawing with a digital pen directly on the screen. However, the focus of the present paper was on comparing neuronal oscillations during the paradigm tasks of handwriting, typewriting, and drawing. Data acquisition was carried out in two blocks (45 trials in each) and lasted for about 45 min. Between the two blocks, the participants were given a pause where they could drink water and have a break from the screen. A pause was also initiated if the participant was moving a lot or appeared nervous, to remind the participant to relax and sit as still as possible. Further, the participants were told to knock on the window, separating the experimental room and control room, if they needed additional breaks or had any questions during the experiment.

Data Pre-analyses

Brain Electrical Source Analysis (BESA) research software version 7.0 was used to analyze the EEG data. Recordings were segmented using Net Station software and then exported as raw files with the appropriate auxiliary files attached, prior to the analyses in BESA. Average epoch was set to −250 to 4500 ms with a baseline definition of −250 to 0 ms. Low cut-off filter was set to 1.6 Hz to remove slow drift in the data, while the high cut-off filter was set to 75 Hz. The notch filter was set to 50 Hz to avoid line interference in the data.

Artifact contaminated channels, caused by head or body movements, were either removed or interpolated using spherical spline interpolation ( Perrin et al., 1989 ; Picton et al., 2000 ). A maximum limit of 10% of the channels could be defined as bad. When scanning for artifacts, threshold values for gradient, low signal, and maximum amplitude were set to 75, 0.1, and 200 μV, respectively. Manual artifact correction was applied to separate important brain activity from artifacts using manual and semi-automatic artifact correction with fitting spatial filters ( Berg and Scherg, 1994 ; Ille et al., 2002 ; Fujioka et al., 2011 ). When it was not possible to apply manual artifact correction, an automatic artifact correction (with values 150 μV for horizontal and 250 μV for vertical electrooculogram amplitude thresholds) was applied to explain artifact topographies by principal component analysis (PCA) ( Ille et al., 2002 ).

For the school-aged children, the mean numbers of accepted trials were 11 ( SD = 1.63) for handwriting, 9.67 ( SD = 2.74) for typewriting, and 12.08 ( SD = 1.89) for drawing, respectively. For the adults, the mean numbers of accepted trials were 14.33 ( SD = 0.98) for handwriting, 13.42 ( SD = 1.24) for typewriting, and 14.08 ( SD = 1.56) for drawing, respectively. After all the data were sufficiently artifact-free, time-frequency analysis in brain space was performed.

Time-Frequency Analysis in Brain Space

Time-frequency analysis in brain space was conducted for analysis of oscillatory activity, using multiple source dipoles that modeled the main brain regions of interest (see Figure 2 ). As the EEG-technique measures voltage changes at the scalp around dipoles, the orientations of these dipoles are essential as they provide the specific distribution of an EEG-activity ( Luck, 2005 ; Fröhlich, 2016 ). Measuring oscillatory activity directly on scalp surface electrodes may not be ideal, due to mixed brain source contributions and wide distribution of focal brain activity on the scalp surface caused by the nature of dipole fields and the smearing effect of volume conduction in EEG. Therefore, optimal separation of brain activity was achieved using source montages derived from a multiple source model where waveforms separated different brain activities ( Scherg and Berg, 1991 ). The multiple source model transforms the recorded data from sensor level into brain source space and provides source waveforms that can be used as a direct measure for the activity in the brain regions of interest on a single trial basis ( Hoechstetter et al., 2004 ). A discrete multiple source modeling was used for the time-frequency transformation. This model is created from averaged ERP data and/or sources in the brain regions of interest and is used to create an inverse spatial filter, i.e., a source montage that separates the different brain activities. The source model is then used to calculate a source montage and the source waveforms of the single trials. The regional sources of interest included the frontal, central, temporal, parietal, and occipital areas (see Figure 2 ). Using the procedure of multiple source model, it is possible to separate the time-frequency content of different brain regions even if their activities severely overlap at the surface of the scalp ( Hoechstetter et al., 2004 ).

Head model of a typical 12-year-old boy. The model shows four dipoles (with location and direction of electrical current) in regional sources of interest, over frontal, central, temporal parietal, as well as occipital areas.

A 4-shell ellipsoidal head model ( Berg and Scherg, 1994 ; Hoechstetter et al., 2004 ), was used to analyze the sources of interest of the young adults after loading the artifact-corrected coordinate files. The values for bone thickness and conductivity were set to 7.0 and 0.0042 mm (default values in BESA), respectively. For the 12-year-old children, age-appropriate template models were set to 12 years for realistic templates for source analysis.

The time-domain signal was transformed into the time-frequency domain by selecting a certain temporal resolution using complex demodulation ( Papp and Ktonas, 1976 ). The time-frequency displays, representing changes in amplitude over time (TSE, temporal spectral evolution), were generated from each single trial by averaging spectral density amplitudes over trials such that each graph displayed, plotted the spectral amplitude density of one montage channel over time and frequency which were normalized to the baseline for each frequency ( Pfurtscheller et al., 1994 , 1996 ; Hoechstetter et al., 2004 ). Average evoked response signals were subtracted to focus only on induced (instead of evoked) brain activity before computing the TSE ( Pfurtscheller et al., 1994 ; Handy, 2005 ).

A time-frequency display is shown where the power/amplitude for each time is normalized to the mean power/amplitude of the baseline epoch for that frequency. The x-axis shows the time relative to the event, the y-axis shows the frequencies. The intensities are displayed as a color-coded plot. The resulting value is computed as:

with A( t , f ) = activity at time t and frequency f (either power or absolute amplitude) and A baseline ( f ) = mean activity at frequency f over the baseline epoch. The TSE value is in the range from [−100%, + ∞] and describes the spectral change of activity at sampling time t relative to the activity during the baseline epoch. A value of +100% means that activity is twice as high as during the baseline epoch.

Comparisons between the three conditions handwriting, typewriting, and drawing were computed for each participant with time-frequency displays (changes in amplitude over time). TSE displays were limited between frequency cut-offs of 4–60 Hz, while frequency and time sampling were set at 1 Hz and 50 ms.

Statistical Analyses

Probability of significance in amplitude values and frequency ranges between each of the three conditions was tested with BESA Statistics 2.0. Using this program, average TSE statistics for each participant could be computed to use these significant time-frequency ranges as guides in finding maximum oscillatory activity in the individual TSEs. To address the multiple comparisons problem, a combination of permutation tests and data clustering was employed in the statistical test. Data clusters that showed a significant effect between conditions were assigned initial cluster values. Using both between-groups and within-group ANOVA’s, these initial cluster values were passed through permutation and assigned new clusters so that the significance of the initial clusters could be determined. A Bonferroni correction was used to adjust for multiple comparisons ( Simes, 1986 ). Cluster alpha (the significance level for building clusters in time and/or frequency) was set at 0.01, and the number of permutations was set at 10.000. Low- and high cut-offs for frequency were kept at 4 and 60 Hz, and epochs were set from −250 to 4500 ms. post-hoc tests were run to test for statistical differences between the three conditions and two age groups.

Individual Time-Frequency Responses

Figures 3 , ​ ,4 4 display the results of individual TSE (temporal spectral evolution) maps of brain regions of interest for the three experimental conditions handwriting, typewriting, and drawing, for a typical adult and child participant. Brain regions of interest included frontal, temporal, parietal, central as well as occipital areas, in frequencies from theta (4 Hz) and up to gamma (60 Hz) range. The signal magnitude (amplitude%) reflects estimated neural activity in the various brain regions compared to baseline (−250 to 0 ms) activity. Increased spectral amplitude [induced synchronized activity, event-related synchronization, (ERS)] is shown as red-colored contours and decreased spectral amplitude [induced desynchronized activity, event-related desynchronization (ERD)], is shown as blue-colored contours.

Individual time-frequency displays of a typical male adult. The y-axes display frequencies from 4 to 60 Hz. The x-axes display the time interval from baseline to 4500 ms of recordings of the trial. The signal magnitude (amplitude%) reflects the estimated neural activity in the various brain regions during the experimental conditions compared to baseline activity (−250 to 0 ms). Event-related synchronization (ERS) is shown as red-colored contours, more prominent in lower frequencies (theta 4–8 Hz) for handwriting and drawing and higher frequencies (beta 12–30 Hz and gamma >30) for typing. Event-related desynchronization (ERD) is shown as blue-colored contours, more prominent in higher frequencies (beta 12–30 Hz and gamma >30) for handwriting and drawing and lower frequencies (theta 4–8 Hz) for typing. Brain areas included the following frontal, temporal, central, parietal and occipital areas: FpM, fronto-polar midline; FL, frontal left; FM, frontal midline; FR, frontal right; TAL, temporal anterior left; TAR, temporal anterior right; TPL, temporal posterior left; TPR, temporal posterior right; CL, central left; CM, central midline; CR, central right; PL, parietal left; PM, parietal midline; PR, parietal right; OpM, occipito-polar midline.

Individual time-frequency displays of a typical 12-year-old girl, in frontal, temporal, central, parietal and occipital areas. The y-axes display frequencies from 4 to 60 Hz. The x-axes display the time interval from baseline to 4500 ms of recordings of the trial. The signal magnitude (amplitude%) reflects the estimated neural activity in the various brain regions during the experimental conditions compared to baseline activity (−250 to 0 ms). Event-related synchronization (ERS) is shown as red-colored contours and event-related desynchronization (ERD) is shown as blue-colored contours, showing the same activation patterns as for the adult in Figure 3 .

In the parietal and central areas, event-related synchronization (ERS) was more prominent in lower frequencies (theta 4–8 Hz) for handwriting and drawing, as opposed to in higher frequencies (beta 12–30 Hz, and gamma > 30 Hz) for typewriting. For handwriting, this activity appeared around 500–1000 ms and lasted throughout the trial in both adults and adolescents. For drawing, however, this activity appeared around 500 ms and lasted, though to a lesser extent, throughout the trial in the adults, as opposed to the children, where it appeared around 1000 ms and lasted consistently throughout the trial. For typewriting, this activity appeared to vary from 0 to 500 ms in both beta (12–30 Hz) and gamma (>30 Hz) frequencies in both adults and children. As for event-related desynchronization (ERD), this activity was more prominent in higher frequencies (beta 12–30 Hz, and gamma > 30 Hz) for handwriting and drawing and in lower frequencies (theta 4–8 Hz and, to a lesser extent, alpha 8–12 Hz) for typewriting. For handwriting and drawing in both groups, ERD activity appeared around 0 ms and lasted throughout the trial. In contrast, for typewriting, it appeared around 1000 ms and lasted throughout the trial for adults, whereas for children the activity was more variable and took place from 500 to 1500 ms. Figures 3 , ​ ,4 4 show the individual TSE maps of the brain regions of interest in a typical adult and child, respectively. These patterns were largely consistent among the participants in both groups.

Main Effects and post-hoc Analyses

Statistical analyses were run to test for statistical differences between the conditions and groups. Tables 1 , ​ ,2 2 display the detailed main effects (within-group ANOVA) of the permutation results (of clusters where the null hypothesis is rejected, i.e., data are not interchangeable) of the adults and children, respectively. These results revealed 10 and 4 significant clusters for the adults and the children, respectively.

Permutation test of adult results for 10 significant clusters in decreasing order.

Permutation test of child results for four significant clusters in decreasing order.

The post-hoc tests revealed significant differences in oscillatory activity primarily in the alpha (8–12 Hz) and theta (4–8 Hz) band between handwriting, typewriting, and drawing among both age groups. As the differences between typewriting and drawing, in both children and adults, were similar to the differences between typewriting and handwriting, only the statistical differences between typewriting and handwriting, and handwriting and drawing in the adults are reported here. Further investigations of the parietal and central brain areas in both age groups were conducted to study the various brain activation patterns of the different learning strategies. Figures 5 , ​ ,6 6 display the post-hoc results of the permutation tests in the adults between handwriting and typewriting, and between handwriting and drawing, respectively. When handwriting was compared to typewriting, the permutation results showed three significant positive clusters (in black), in the parietal right (PR), parietal midline (PM), and parietal left (PL) areas (see Figure 5 ). When handwriting was compared to drawing, the results showed one significant positive cluster (in black), in the central medial (CM) area (see Figure 6 ). These positive clusters suggest separate processes (differences in band power) between handwriting and typewriting in the parietal areas, as well as separate processes between handwriting and drawing in the central midline area.

Head model (nose up) with average significant (* p < 0.05) data clusters in the various sources of interest when handwriting is compared to typewriting in all adults. Three significant clusters (marked in black) were found in the parietal left (PL), parietal midline (PM), and parietal right (PR). For handwriting, an event-related synchronized activity in the theta (4–8 Hz) range is apparent in parietal, central, occipital, as well as in frontal areas. Event-related desynchronization is apparent in the beta (12–30 Hz) and gamma (>30 Hz) range in the central and frontal areas.

Head model (nose up) with average significant (* p < 0.05) data clusters in the various sources of interest when drawing is compared to handwriting in all adults. One significant cluster (marked in black) was found in the central midline (CM). For drawing, areas in the parietal and central regions are dominated by a desynchronized activity in the alpha (8–12 Hz) and beta (12–30 Hz) range. In addition, event-related synchronization is apparent in the theta (4–8 Hz) range in the parietal midline (PM).

The significant clusters of differences in band power were found mainly in the parietal and central regions. The parietal areas of the brain have been associated with cognitive processing of language and mechanisms for attention (e.g., Pfurtscheller et al., 1994 ; Brownsett and Wise, 2010 ; Benedek et al., 2014 ), whereas the central areas are influenced by the somatosensory cortex (e.g., Velasques et al., 2007 ). Therefore, these areas were chosen to further focus on the underlying brain electrical activity as a function of handwriting, typewriting, and drawing. Additionally, the potential deep structures of the brain, that may have their beneficial effects on learning ( Van der Meer and Van der Weel, 2017 ), may be found in these areas.

Figure 7 displays the average of all participants for handwriting, typewriting, and drawing in adults (see Figure 7A ) and children (see Figure 7B ) in the central and parietal brain regions of interest. For adults, handwriting appeared to be dominated by an event-related synchronization (ERS) (red areas) in the theta (4–8 Hz) range, in addition to an event-related desynchronization (ERD) activity in the beta (12–30 Hz) and gamma (>30) range. The theta activity appeared around 1000 ms and lasted throughout the trial. Contrary to handwriting, typewriting appeared to be dominated by an event-related desynchronized (ERD) (blue areas) activity in the theta (4–8 Hz) range and, to a lesser extent, in the alpha (8–12 Hz) range. This activity appeared around 1500 ms and lasted throughout the trial. In drawing, a synchronized theta (4–8 Hz) activity was apparent in the parietal midline (PM) and the parietal right (PR), in addition to a desynchronized alpha (8–12 Hz) and beta (12–30 Hz) range activity from around 500 ms and throughout the trial (see Figure 7A ).

Average results of all participants for typewriting, handwriting, and drawing in (A) adults and (B) children, in the parietal and central regions: PM, parietal midline; PR, parietal right; PL, parietal left; CM, central midline. For the adults, these areas showed event-related synchronization (ERS) in the theta (4–8 Hz) range for handwriting and event-related desynchronization (ERD) activity in the theta (4–8 Hz) and, to a lesser extent, in the alpha (8–12 Hz) range for typewriting. For drawing, event-related synchronization (ERS) was apparent in the theta (4–8) range in parietal midline as for handwriting. In addition, event-related desynchronization (ERD) activity was apparent in the alpha (8–12 Hz) and beta (12–30 Hz) range. The same patterns were observed, though to a lesser extent, in the children.

The same tendencies could be observed for the children, but they were less evident compared to the adults (see Figure 7B ). For the children, desynchronized and synchronized theta (4–8 Hz) range activity was also apparent in typewriting and to a lesser extent in handwriting, respectively. In drawing, synchronized theta (4–8 Hz) range activity was also apparent, yet to a smaller degree, in parietal midline (PM) and parietal right (PR). In addition, a desynchronized activity appeared to dominate in the gamma (>30 Hz) range in handwriting for the children.

The aim of the current study was to further investigate brain electrical activity as a function of handwriting, typewriting, and drawing using high-density EEG in 12-year-old adolescents and adults. Fifteen different words, varying in task difficulty, were visually presented on a screen and the participants used a digital pen to write and draw directly on the touch screen, and a keyboard to type the presented words. Whereas handwriting and typewriting were both relatively simple transcription tasks, drawing included higher-level processing. TSE analyses were performed to explore underlying differences in brain oscillatory activity when participants were using a keyboard vs. a pen. In addition, the present study aimed to explore if drawing and cursive writing are activating similar or different processes within the brain. Regional sources of interest included frontal, temporal, parietal, central as well as occipital areas, in frequencies from theta (4 Hz) and up to gamma (60 Hz) range. Induced desynchronization is often taken to be an electrophysiological correlate of activated cortical areas involved in the processing of perceptual or cognitive information, or in the production of motor behavior ( Pfurtscheller, 1992 ). To focus on oscillatory brain activity in specific frequency bands that has shown to have beneficial effects on learning and memory ( Pfurtscheller and Lopes da Silva, 1999 ), the parietal and central areas were further investigated. These areas have also been associated with cognitive processes in visual perception (e.g., Pfurtscheller et al., 1994 ; Vilhelmsen et al., 2019 ) and language (e.g., Brownsett and Wise, 2010 ; Benedek et al., 2014 ) as well as to be influenced by sensorimotor cortex (e.g., Velasques et al., 2007 ).

TSE – Individual Analyses

The present findings revealed differences in oscillatory activity between handwriting, typewriting, and drawing for both children and adults. By visually reviewing the individual TSE analyses of a typical participant in both groups, these differences are shown as changes in band power (increase or decrease in spectral amplitude) between handwriting, typewriting, and drawing, apparently representing different sensorimotor processes within the brain. However, there seem to be more similarities between handwriting and drawing, compared to typewriting, despite differences in task difficulties, thus supporting the study by Van der Meer and Van der Weel (2017) .

Synchronized Theta Activity in Parietal and Central Areas in Handwriting

Event-related synchronization within the theta (4–8 Hz) band has been found to correlate with working memory performance and the ability to encode new information ( Klimesch et al., 1994 , 1996 , 2001 ; Klimesch, 1999 ; Raghavachari et al., 2001 ; Clouter et al., 2017 ). Therefore, our findings seem to support the potential benefits of handwriting activity for learning. Although the handwriting task in the present study was a relatively simple transcription task, it was still evident that the observed oscillatory brain activity is present whenever the specific sensory-motor movements involved in handwriting practices are included. Even though participants did not take personal notes from a lecture as in a natural classroom environment, it still seems this type of oscillatory activity in the brain is present when writing letters by hand or when drawing, as opposed to when simply pressing a key on the keyboard. Klimesch et al. (1994) have also proposed that hippocampal activity is reflected within the theta band and shown as synchronized theta band power. However, this activity can be difficult to pick up with EEG, yet it is likely that the present activity stems from the rather deep structures of the brain (e.g., hippocampus and the limbic system) and adds further support for handwriting and its relation to optimized learning.

Moreover, Bland and Oddie (2001) have found support for synchronized theta activity in mechanisms underlying sensorimotor integration. Although the present study does not replicate the desynchronized activity in the alpha band found by Van der Meer and Van der Weel (2017) , it still supports their findings because both ERS and ERD are highly frequency-specific, i.e., the alpha and theta band respond in different and opposite ways ( Pfurtscheller et al., 1996 ; Pfurtscheller and Lopes da Silva, 1999 ). In terms of cognitive effort, where the alpha band desynchronizes, the theta band synchronizes. Therefore, theta synchronization may indicate that different neural generators are involved, as with alpha desynchronization ( Klimesch et al., 1994 ; Klimesch, 1999 ). Thus, our findings corroborate the findings by Van der Meer and Van der Weel (2017) , but in a different frequency band. However, whereas alpha desynchronization is highly task-specific and correlates with (semantic) long-term memory performance, theta synchronization correlates with working memory performance and the ability to encode new information ( Klimesch et al., 1994 , 1996 , 2001 ; Klimesch, 1999 ; Clouter et al., 2017 ).

Lower frequencies are ideal for enabling communication over longer distances in the brain. Several studies have found support for lower frequencies to “gate” the occurrence of faster oscillations, e.g., theta (4–8 Hz) oscillation in humans often gates the gamma (>30 Hz) oscillation ( Canolty et al., 2006 ). For handwriting, especially in the individual TSE-analyses, a desynchronized gamma (>30 Hz) activity was apparent together with the synchronized theta (4–8 Hz) activity (see Figures 3 , ​ ,4). 4 ). In general, gamma oscillations appear to be underlying mechanisms of neural coding ( Singer, 1993 ), and this theta-to-gamma cross-frequency coupling seems to be related to studies finding gamma networks to desynchronize and theta networks to synchronize during encoding, retrieval ( Solomon et al., 2017 ), as well as during episodic memory formation ( Burke et al., 2013 ). Solomon et al. (2017) have also suggested low-frequency oscillations to be essential for interregional communication in the human brain. However, other studies (e.g., Osipova et al., 2006 ), have found synchronized activity in both theta and gamma bands, thereby indicating that further research of this coupling is needed. Also, because of the broad definition of the gamma frequency (30–100 Hz), the present study only observed a small portion of the gamma band.

Desynchronized Theta Activity in Parietal and Central Areas in Typewriting

Conversely, for typewriting, a desynchronized activity was evident in the theta (4–8 Hz) and, to a lesser extent, in the alpha (8–12 Hz) range. The lower alpha (8–10 Hz) range has been found to reflect non-task related cognitive processes, such as expectancy, lower attention, and alertness ( Klimesch et al., 1992 , 1994 ; Klimesch, 1999 ). Therefore, this finding could reflect the focus in finding the correct keys on the keyboard, typewriting with the index finger only, and not seeing the output appearing on the screen. The fact that the words produced by the participants did not appear on the screen may have affected the participants’ attention in trying to write as correctly as possible. Typewriting with only the index finger may also have been unfamiliar and could have contributed to the need for increased attention.

The finding of desynchronized activity in the upper alpha (10–12 Hz) range, on the other hand, has been found to correlate with increasing task demands ( Boiten et al., 1992 ). Within the alpha band, a desynchronization seems to imply that the oscillators within the band are no longer coupled and start to oscillate with different frequencies ( Klimesch, 1999 ), implying that more areas of the brain are activated and multiple processes are occurring ( Basar et al., 2001 ). However, the desynchronized activity within the upper alpha (10–12 Hz) band observed here is apparent to a lesser extent, and is most likely due to increased attention and task demand because of the unfamiliar movements when typewriting with the index finger only. An alternative interpretation of this rhythm could also be the movement mu (8–12 Hz) rhythm. This rhythm appears to desynchronize during movement ( Cruikshank et al., 2012 ). Whereas the participants were resting their elbow in the drawing and handwriting condition, thereby effectively reducing movement, more arm movements were present when they used the keyboard. However, since the theta, alpha and mu rhythms are nearby in frequencies, they may be difficult to distinguish from each other. Therefore, its relation to learning remains unclear.

Different and Similar Activation Patterns in Handwriting and Drawing

The results reported above suggest that handwriting and drawing, just like typewriting and handwriting, are two separate processes within the brain. However, the neural processes involved in handwriting and drawing seem to be more similar to each other compared to typewriting. Our findings therefore both corroborate and extend the findings of Van der Meer and Van der Weel (2017) . Compared to handwriting, drawing exhibited a desynchronized alpha (8–10 Hz) and beta (12–30 Hz) range activity. These findings suggest an increase in cognitive effort and attentive information processing ( Lopes da Silva, 1991 ; Boiten et al., 1992 ), as well as the inclusion of motor actions ( Pfurtscheller et al., 1996 ), most likely related to higher-level processing during the ideation phase when participants are figuring out exactly what to draw. In addition, the synchronized theta (4–8 Hz) band activity found in handwriting was also apparent in certain areas of the parietal regions. Therefore, as with handwriting, drawing seems to facilitate learning to encode new information. The synchronized theta band activity in the parietal regions seems to be activated both when producing letters by hand and when creating creative drawings.

Using a meta-analysis of brain imaging studies, Yuan and Brown (2015) suggested that handwriting and drawing might employ the same underlying sensorimotor networks, but that some differences exist between them in the parietal areas. The reason for this difference may not be surprising, considering the extensive involvement of language and letters in writing ( Treiman and Yin, 2011 ), which drawing appears to lack. Although the present study only found a significant cluster in the central areas differentiating between handwriting and drawing, the average results clearly showed underlying differences in oscillatory activity in the parietal areas as well, especially in the alpha (8–10 Hz) and beta (12–30 Hz) range. The observed brain processes involved in handwriting and drawing seem to support the notion that both employ the same underlying sensorimotor networks.

As for the children, the same tendencies between handwriting, typewriting, and drawing could be observed, but they were far less evident compared to the adults. The reason for these less evident activation patterns could be due to more artifact-contaminated data in the children, resulting in fewer trials. EEG is particularly sensitive to movement, and young children are prone to movements. An alternative interpretation of these results may be that the oscillatory frequency rhythms observed in the adults, are not yet fully developed at the age of 12 years (e.g., Krause et al., 2001 ).

However, due to the observed tendencies, it seems likely that the differences observed in adults, also are of importance for children, if not more so. The specific type of experience may cause the neural changes associated with learning. Thus, handwriting might support the development of these activation patterns in achieving the neural specificity in the brain, including the synchronized theta activity and theta-to-gamma frequency coupling found in the present study. As children continue to improve their language and writing skills throughout adolescence, it is possible that these mechanisms are not yet fully developed at 12 years of age ( Krause et al., 2001 ). Moreover, memory systems involving retrieval might be the last to mature within the brain, suggesting that further research within this field is necessary ( Schneider et al., 2016 ). However, our findings still provide support for handwriting practice providing beneficial neuronal activation patterns for learning. Therefore, maintaining the handwriting skill in school for optimal development seems to be of high importance.

The Importance of Handwriting Practice in a Learning Environment

Whenever self-generated movements are included as a learning strategy, more of the brain gets stimulated, which results in the formation of more complex neural networks ( Van der Meer and Van der Weel, 2017 ). It also appears that the movements related to keyboard typing do not activate these networks the same way that drawing and handwriting do. Besides, when a child produces individual handwritten letters, the results will be highly variable, leading to a better understanding ( Li and James, 2016 ; James, 2017 ). The simultaneous spatiotemporal pattern from vision, motor commands, and kinesthetic feedback provided through fine hand movements, is not apparent in typewriting, where only a single button press is required to produce the complete desired form ( Longcamp et al., 2006 ; James, 2010 ; Vinci-Booher et al., 2016 ). Therefore, the ongoing replacement of handwriting by keyboard-writing may in some respects seem ill-advised as this appears to negatively affect the learning process ( Alonso, 2015 ; Mangen and Balsvik, 2016 ). The present findings suggest that the delicate and precisely controlled movements involved in handwriting contribute to the brain’s activation patterns related to learning. We found no evidence of such activation patterns when using a keyboard.

Although it is vital to maintain handwriting practice in school, it is also important to keep up in the continuously developing digital world. Young children should learn to write by hand successfully, and, at the same time learn to manage to write on a keyboard (e.g., learn the touch method and transcribe information fast), depending on the context. The present study shows that the underlying brain electrical activity related to handwriting, typewriting, and drawing is different. Hence, being aware of when to use which strategy is vital, whether it is to learn new conceptual materials or to write long essays. Even though there are underlying differences in the three strategies, it is important to note that the strategies are all cognitive tasks, each serving their own benefits.

With increasing technological development, it is vital that educators routinely evaluate the influences of learning environments ( Stacy and Cain, 2015 ) for long term implications. It is important to note that the present study did not attempt to suggest that we should prohibit digital devices in the classroom and go back to traditional handwriting in all levels of education. Instead, the purpose was to shed light on the topic and create awareness of which learning tradition has the best effect in what context. When using technological advances, it is important to ensure that handwriting practice remains a central activity in early letter learning, regardless if this occurs with a stylus and tablet or traditional paper and pencil ( Vinci-Booher et al., 2016 ). As digital note-taking has undergone a vast transition, using a digital format today still allows the individual to handwrite notes, add drawings, and highlight text ( Stacy and Cain, 2015 ). Therefore, the benefits from both writing methods can be implemented, and both students and teachers should be conscious of when to use which method. Moreover, learners will also vary in ability, which may affect which learning activities stimulate the use and/or effectiveness of cognitive processes ( Arnold et al., 2017 ).

In conclusion, as Van der Meer and Van der Weel (2017) found evidence for a clear difference in underlying electrical brain activity between typewriting and drawing, this study adds to this knowledge, by showing that typewriting, cursive handwriting, and drawing are each different processes. Nonetheless, handwriting and drawing seem to be more alike compared to typewriting. Therefore, an optimal learning environment needs to include the best from all disciplines, considering the strengths and support each of them offer. This way, both cognitive development and learning efficiency can be strengthened, and pupils and students of all ages and their teachers can keep up with the technological development and digital challenges to come.

Data Availability Statement

Ethics statement.

The studies involving human participants were reviewed and approved by the Norwegian Regional Ethics Committee (Central Norway). The participants (legal guardian/next of kin) provided written informed consent to participate in this study.

Author Contributions

EO, FW, and AM contributed equally to the conception, design, analyses and write-up of the work, and were accountable for all aspects of the research. All authors contributed to the article and approved the submitted version.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

We would like to thank Elisabeth Deilhaug and Stefania Rasulo for their help with recruitment and testing of participants, and Kenneth Vilhelmsen, Seth Agyei, and Regine Slinning for their discussions and help with the analyses.

Funding. We received funds for open access publication fees from the NTNU.

• Alonso M. A. P. (2015). Metacognition and sensorimotor components underlying the process of handwriting and keyboarding and their impact on learning. An analysis from the perspective of embodied psychology. Procedia Soc. Behav. Sci. 176 263–269. 10.1016/j.sbspro.2015.01.470 [ CrossRef ] [ Google Scholar ]
• Arnold K. M., Umanath S., Thio K., Reilly W. B., McDaniel M. A., Marsh E. J. (2017). Understanding the cognitive processes involved in writing to learn. J. Exp. Psychol. Appl. 23 115–127. 10.1037/xap0000119 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Basar E., Bas̨ar-Eroglu C., Karakas̨ S., Schürmann M. (2001). Gamma, alpha, delta, and theta oscillations govern cognitive processes. Int. J. Psychophysiol. 39 241–248. 10.1016/S0167-8760(00)00145-8 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Benedek M., Schickel R. J., Jauk E., Fink A., Neubauer A. C. (2014). Alpha power increases in right parietal cortex reflects focused internal attention. Neuropsychologia 56 393–400. 10.1016/j.neuropsychologia.2014.02.010 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Berens S. C., Horner A. J. (2017). Theta rhythm: temporal glue for episodic memory. Curr. Biol. 27 R1110–R1112. 10.1016/j.cub.2017.08.048 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Berg P., Scherg M. (1994). A multiple source approach to the correction of eye artifacts. Electroencephalogr. Clin. Neurophysiol. 90 229–241. 10.1016/0013-4694(94)90094-9 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Bland B. H., Oddie S. D. (2001). Theta band oscillation and synchrony in the hippocampal formation and associated structures: the case for its role in sensorimotor integration. Behav. Brain Res. 127 119–136. 10.1016/S0166-4328(01)00358-8 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Boiten F., Sergeant J., Geuze R. (1992). Event-related desynchronization: the effects of energetic and computational demands. Electroencephalogr. Clin. Neurophysiol. 82 302–309. 10.1016/0013-4694(92)90110-4 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Brownsett S. L., Wise R. J. (2010). The contribution of the parietal lobes to speaking and writing. Cereb. Cortex 20 517–523. 10.1093/cercor/bhp120 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Burke J. F., Zaghloul K. A., Jacobs J., Williams R. B., Sperling M. R., Sharan A. D., et al. (2013). Synchronous and asynchronous theta and gamma activity during episodic memory formation. J. Neurosci. 33 292–304. 10.1523/JNEUROSCI.2057-12.2013 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Buzsáki G. (2006). Rhythms of the Brain. New York, NY: Oxford University Press. [ Google Scholar ]
• Canolty R. T., Edwards E., Dalal S. S., Soltani M., Nagarajan S. S., Kirsch H. E., et al. (2006). High gamma power is phase-locked to theta oscillations in human neocortex. Science 313 1626–1628. 10.1126/science.1128115 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Clouter A., Shapiro K. L., Hanslmayr S. (2017). Theta phase synchronization is the glue that binds human associative memory. Curr. Biol. 27 3143–3148.e6. 10.1016/j.cub.2017.09.001 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Cruikshank L. C., Singhal A., Hueppelsheuser M., Caplan J. B. (2012). Theta oscillations reflect a putative neural mechanism for human sensorimotor integration. J. Neurophysiol. 107 65–77. 10.1152/jn.00893.2010 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Cunningham A. E., Stanovich K. E. (1990). Early spelling acquisition: writing beats the computer. J. Educ. Psychol. 82 159–162. 10.1037/0022-0663.82.1.159 [ CrossRef ] [ Google Scholar ]
• Fears N. E., Lockman J. J. (2018). How beginning handwriting is influenced by letter knowledge: visual-motor coordination during children’s form copying. J. Exp. Child Psychol. 171 55–70. 10.1016/j.jecp.2018.01.017 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Ferree T. C., Luu P., Russell G. S., Tucker D. M. (2001). Scalp electrode impedance, infection risk, and EEG data quality. Clin. Neurophysiol. 112 536–544. 10.1016/s1388-2457(00)00533-2 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Fried C. B. (2008). In-class laptop use and its effects on student learning. Comput. Educ. 50 906–914. 10.1016/j.compedu.2006.09.006 [ CrossRef ] [ Google Scholar ]
• Fröhlich F. (2016). Network Neuroscience. London: Academic Press. [ Google Scholar ]
• Fujioka T., Mourad N., He C., Trainor L. J. (2011). Comparison of artifact correction methods for infant EEG applied to extraction of event-related potential signals. Clin. Neurophysiol. 122 43–51. 10.1016/j.clinph.2010.04.036 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Handy T. C. (2005). Event-Related Potentials: A Methods Handbook. Cambridge, MA: MIT Press. [ Google Scholar ]
• Hoechstetter K., Bornfleth H., Weckesser D., Ille N., Berg P., Scherg M. (2004). BESA source coherence: a new method to study cortical oscillatory coupling. Brain Topogr. 16 233–238. 10.1023/B:BRAT.0000032857.55223.5d [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Hultin E., Westman M. (2013). Early literacy practices go digital. Lit. Inf. Comput. Educ. J. 4 1005–1013. [ Google Scholar ]
• Ille N., Berg P., Scherg M. (2002). Artifact correction of the ongoing EEG using spatial filters based on artifact and brain signal topographies. J. Clin. Neurophysiol. 19 113–124. 10.1097/00004691-200203000-00002 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• James K. H. (2010). Sensori-motor experience leads to changes in visual processing in the developing brain. Dev. Sci. 13 279–288. 10.1111/j.1467-7687.2009.00883.x [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• James K. H. (2017). The importance of handwriting experience on the development of the literate brain. Curr. Dir. Psychol. Sci. 26 502–508. 10.1177/0963721417709821 [ CrossRef ] [ Google Scholar ]
• James K. H., Engelhardt L. (2012). The effects of handwriting experience on functional brain development in pre-literate children. Trends Neurosci. Educ. 1 32–42. 10.1016/j.tine.2012.08.001 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Kersey A. J., James K. H. (2013). Brain activation patterns resulting from learning letter forms through active self-production and passive observation in young children. Front. Psychol. 4 : 567 . 10.3389/fpsyg.2013.00567 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Kiefer M., Schuler S., Mayer C., Trumpp N. M., Hille K., Sachse S. (2015). Handwriting or typewriting? The influence of pen- or keyboard-based writing training on reading and writing performance in preschool children. Adv. Cogn. Psychol. 11 136–146. 10.5709/acp-0178-7 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Kiewra K. A. (1985). Investigating notetaking and review: a depth of processing alternative. Educ. Psychol. 20 23–32. 10.1207/s15326985ep2001-4 [ CrossRef ] [ Google Scholar ]
• Klimesch W. (1996). Memory processes, brain oscillations and EEG synchronization. Int. J. Psychophysiol. 24 61–100. 10.1016/S0167-8760(96)00057-8 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Klimesch W. (1999). EEG alpha and theta oscillations reflect cognitive and memory performance: a review and analysis. Brain Res. Rev. 29 169–195. 10.1016/S0165-0173(98)00056-3 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Klimesch W., Doppelmayr M., Yonelinas A., Kroll N. E., Lazzara M., Roehm D., et al. (2001). Theta synchronization during episodic retrieval: neural correlates of conscious awareness. Cogn. Brain Res. 12 33–38. 10.1016/S0926-6410(01)00024-6 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Klimesch W., Pfurtscheller G., Schimke H. (1992). Pre- and post-stimulus processes in category judgement tasks as measured by event-related desynchronization (ERD). J. Psychophysiol. 6 185–203. [ Google Scholar ]
• Klimesch W., Schimke H., Doppelmayr M., Ripper B., Schwaiger J., Pfurtscheller G. (1996). Event-related desynchronization (ERD) and the Dm-effect: does alpha desynchronization during encoding predict later recall performance? Int. J. Psychophysiol. 24 47–60. 10.1016/S0167-8760(96)00054-2 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Klimesch W., Schimke H., Schwaiger J. (1994). Episodic and semantic memory: an analysis in the EEG theta and alpha band. Electroencephalogr. Clin. Neurophysiol. 91 428–441. 10.1016/0013-4694(94)90164-3 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Krause C. M., Salminen P. A., Sillanmaki L., Holopainen I. (2001). Event-related desynchronization and synchronization during a memory task in children. Clin. Neurophysiol. 12 2233–2240. 10.1016/S1388-2457(01)00684-8 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Li J. X., James K. H. (2016). Handwriting generates variable visual output to facilitate symbol learning. J. Exp. Psychol. Gen. 145 298–313. 10.1037/xge0000134 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Longcamp M., Anton J. L., Roth M., Velay J. L. (2003). Visual presentation of single letters activates a premotor area involved in writing. Neuroimage 19 1492–1500. 10.1016/s1053-8119(03)00088-0 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Longcamp M., Boucard C., Gilhodes J. C., Anton J. L. (2008). Learning through hand- or typewriting influences visual recognition of new graphic shapes: behavioral and functional imaging evidence. J. Cogn. Neurosci. 20 802–815. 10.1162/jocn.2008.20504 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Longcamp M., Boucard C., Gilhodes J. C., Velay J. L. (2006). Remembering the orientation of newly learned characters depends on the associated writing knowledge: a comparison between handwriting and typing. Hum. Mov. Sci. 25 646–656. 10.1016/j.humov.2006.07.007 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Longcamp M., Zerbato-Poudou M. T., Velay J. L. (2005). The influence of writing practice on letter recognition in preschool children: a comparison between handwriting and typing. Acta Psychol. 119 67–79. 10.1016/j.actpsy.2004.10.019 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Lopes da Silva F. H. (1991). Neural mechanisms underlying brain waves: from neural membranes to networks. Electroencephalogr. Clin. Neurophysiol. 79 81–93. 10.1016/0013-4694(91)90044-5 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Luck S. J. (2005). An Introduction to the Event-Related Potential Technique. Cambridge, MA: MIT Press. [ Google Scholar ]
• Mangen A., Balsvik L. (2016). Pen or keyboard in beginning writing instruction? Some perspectives from embodied cognition. Trends Neurosci. Educ. 5 99–106. 10.1016/j.tine.2016.06.003 [ CrossRef ] [ Google Scholar ]
• Menon V., Desmond J. E. (2001). Left superior parietal cortex involvement in writing: integrating fMRI with lesion evidence. Cogn. Brain Res. 12 337–340. 10.1016/S0926-6410(01)00063-5 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Mueller P. A., Oppenheimer D. M. (2014). The pen is mightier than the keyboard: advantages of longhand over laptop note taking. Psychol. Sci. 25 1159–1168. 10.1177/0956797614524581 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Oldfield R. C. (1971). The assessment and analysis of handedness: the Edinburgh Inventory. Neuropsychologia 9 97–113. 10.1016/0028-3932(71)90067-4 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Osipova D., Takashima A., Oostenveld R., Fernandez G., Maris E., Jensen O. (2006). Theta and gamma oscillations predict encoding and retrieval of declarative memory. J. Neurosci. 26 7523–7531. 10.1523/jneurosci.1948-06.2006 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Osugi K., Ihara A. S., Nakajima K., Kake A., Ishimaru K., Yokota Y., et al. (2019). Differences in brain activity after learning with the use of a digital pen vs. an ink pen - an electroencephalography study. Front. Hum. Neurosci. 13 : 275 . 10.3389/fnhum.2019.00275 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Papp N., Ktonas P. (1976). Critical evaluation of complex demodulation techniques for the quantification of bioelectrical activity. Biomed. Sci. Instrum. 13 135–145. [ PubMed ] [ Google Scholar ]
• Patterson R. W., Patterson R. M. (2017). Computers and productivity: evidence from laptop use in the college classroom. Econ. Educ. Rev. 57 66–79. 10.1016/j.econedurev.2017.02.004 [ CrossRef ] [ Google Scholar ]
• Perrin F., Pernier J., Bertrand O., Echallier J. F. (1989). Spherical splines for scalp potential and current density mapping. Electroencephalogr. Clin. Neurophysiol. 72 184–187. 10.1016/0013-4694(89)90180-6 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Pfurtscheller G. (1992). Event-related synchronization (ERS): an electrophysiological correlate of cortical areas at rest. Electroencephalogr. Clin. Neurophysiol. 83 62–69. 10.1016/0013-4694(92)90133-3 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Pfurtscheller G., Aranibar A. (1977). Event-related cortical desynchronization detected by power measurements of scalp EEG. Electroencephalogr. Clin. Neurophysiol. 42 817–826. 10.1016/0013-4694(77)90235-8 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Pfurtscheller G., Lopes da Silva F. H. (1999). Event-related EEG/MEG synchronization and desynchronization: basic principles. Clin. Neurophysiol. 110 1842–1857. 10.1016/S1388-2457(99)00141-8 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Pfurtscheller G., Neuper C., Mohl W. (1994). Event-related desynchronization (ERD) during visual processing. Int. J. Psychophysiol. 16 147–153. 10.1016/0167-8760(89)90041-x [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Pfurtscheller G., Stancak A. J., Neuper C. (1996). Event-related synchronization (ERS) in the alpha band - an electrophysiological correlate of cortical idling: a review. Int. J. Psychophysiol. 24 39–46. 10.1016/S0167-8760(96)00066-9 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Picton T. W., Bentin S., Berg P., Donchin E., Hillyard S. A., Johnson R. J., et al. (2000). Guidelines for using human event-related potentials to study cognition: recording standards and publication criteria. Psychophysiology 37 127–152. 10.1111/1469-8986.3720127 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Planton S., Longcamp M., Péran P., Démonet J.-F., Jucla M. (2017). How specialized are writing-specific brain regions? An fMRI study of writing, drawing and oral spelling. Cortex 88 66–80. 10.1016/j.cortex.2016.11.018 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Raghavachari S., Kahana M. J., Rizzuto D. S., Caplan J. B., Kirschen M. P., Bourgeois B., et al. (2001). Gating of human theta oscillations by a working memory task. J. Neurosci. 21 3175–3183. 10.1523/jneurosci.21-09-03175.2001 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Salmelin R., Hari R. (1994). Spatiotemporal characteristics of sensorimotor neuromagnetic rhythms related to thumb movement. Neuroscience 60 537–550. 10.1016/0306-4522(94)90263-1 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Sana F., Weston T., Cepeda N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Comput. Educ. 62 24–31. 10.1016/j.compedu.2012.10.003 [ CrossRef ] [ Google Scholar ]
• Scherg M., Berg P. (1991). Use of prior knowledge in brain electromagnetic source analysis. Brain Topogr. 4 143–150. 10.1007/BF01132771 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Schneider J. M., Abel A. D., Ogiela D. A., Middleton A. E., Maguire M. J. (2016). Developmental differences in beta and theta power during sentence processing. Dev. Cogn. Neurosci. 19 19–30. 10.1016/j.dcn.2016.01.001 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Simes R. J. (1986). An improved Bonferroni procedure for multiple tests of significance. Biometrika 73 751–754. 10.1093/biomet/73.3.751 [ CrossRef ] [ Google Scholar ]
• Singer W. (1993). Synchronization of cortical activity and its putative role in information processing and learning. Annu. Rev. Physiol. 55 349–374. 10.1146/annurev.ph.55.030193.002025 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Smoker T. J., Murphy C. E., Rockwell A. K. (2009). Comparing memory for handwriting versus typing. Proc. Hum. Factors Ergon. Soc. Annu. Meet. 53 1744–1747. 10.1518/107118109X12524444081755 [ CrossRef ] [ Google Scholar ]
• Solomon E. A., Kragel J. E., Sperling M. R., Sharan A., Worrell G., Kucewicz M., et al. (2017). Widespread theta synchrony and high-frequency desynchronization underlies enhanced cognition. Nat. Commun. 8 : 1704 . 10.1038/s41467-017-01763-2 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Stacy E. M., Cain J. (2015). Note-taking and handouts in the digital age. Am. J. Pharm. Educ. 79 : 107 . 10.5688/ajpe797107 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Thibon L. S., Barbier G., Vilain C., Sawallis T. R., Gerber S., Kandel S. (2018). Investigating how children produce rotation and pointing movements when they learn to write letters. Hum. Mov. Sci. 65 15–29. 10.1016/j.humov.2018.04.008 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Treiman R., Yin L. (2011). Early differentiation between drawing and writing in Chinese children. J. Exp. Child Psychol. 108 786–801. 10.1016/j.jecp.2010.08.013 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Tucker D. M. (1993). Spatial sampling of head electrical fields: the geodesic sensor net. Electroencephalogr. Clin. Neurophysiol. 87 154–163. 10.1016/0013-4694(93)90121-B [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Tucker D. M., Liotti M., Potts G. F., Russell G. S., Posner M. I. (1994). Spatiotemporal analysis of brain electrical fields. Hum. Brain Mapp. 1 134–152. 10.1002/hbm.460010206 [ CrossRef ] [ Google Scholar ]
• Van der Meer A. L. H., Van der Weel F. R. (2017). Only three fingers write, but the whole brain works: a high-density EEG study showing advantages of drawing over typing for learning. Front. Psychol. 8 : 706 . 10.3389/fpsyg.2017.00706 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Velasques B., Machado S., Portella C. E., Silva J. G., Basile L. F., Cagy M., et al. (2007). Electrophysiological analysis of a sensorimotor integration task. Neurosci. Lett. 426 155–159. 10.1016/j.neulet.2007.08.061 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Vilhelmsen K., Agyei S. B., Van der Weel F. R., Van der Meer A. L. H. (2019). A high-density EEG study of differentiation between two speeds and directions of simulated optic flow in adults and infants. Psychophysiology 56 : e13281 . 10.1111/psyp.13281 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Vinci-Booher S., James T. W., James K. H. (2016). Visual-motor functional connectivity in preschool children emerges after handwriting experience. Trends Neurosci. Educ. 5 107–120. 10.1016/j.tine.2016.07.006 [ CrossRef ] [ Google Scholar ]
• Yuan Y., Brown S. (2015). Drawing and writing: an ALE meta-analysis of sensorimotor activations. Brain Cogn. 98 15–26. 10.1016/j.bandc.2015.05.004 [ PubMed ] [ CrossRef ] [ Google Scholar ]

• [email protected]
• 1-812-975-3627

• Learn Cursive
• Teach Cursive
• Cursive Worksheets
• Cursive Generator
• Cursive Letters

5 Powerful Benefits of Cursive Writing (Reasons to Teach it!)

March 17, 2021 - Updated on February 21, 2024

Learning how to fluently and legibly write in cursive is a skill most of us learned in school. But are there any benefits of cursive writing?

While many states do require it, many don’t. Learning how to properly write in cursive also comes with numerous benefits! Although some people have some questions, like:

• Why is cursive important?
• Cursive isn’t taught in common core english writing, why should we learn it or teach it to our children?
• Are there benefits to cursive writing?

Well, Here are just five reasons. Afterwards, you (or your children) will know the benefits of cursive writing. And if you’re already learning it’s why to keep going!

5 Benefits of Cursive Writing

1. improved neural connection.

Especially in today’s world, many people ask the question “Why do we learn cursive? Why is cursive writing even important?” Cursive handwriting is proven to stimulate the brain in ways that typing can’t.

This type of writing also:

• Improves dynamic interplay of the left and right cerebral hemispheres
• Helps build neural pathways
• Increases mental effectiveness overall

Learning cursive writing is also proven to improve neural connection and activity in parts of the brain. All of these connections interact with language, writing, and memory.

That’s a lot of science speak, but let’s break it down a bit.

Basically, when learning cursive your brain is actively works to memorize the muscle movement. The movement of how you are writing each letter and sentence.

Side note: Although most cursive letters in the alphabet are similar to their handwritten counterparts, exceptions exist. So, learning and writing those letters take a bit of extra time and practice.

2. Motor Skills!

When learning cursive and actively using it, specifically in children, they also learn how to position paper and their writing utensil. They are also learning how much force is needed on their paper and how much force they need to apply to push the words to create fluent cursive writing and to form legible sentences.

When children learn cursive and start writing in cursive they are also learning how to properly form sentences from left to write on paper. They start to understand sentence and word spacing (also great benefits of cursive writing). As an adult or child cursive writing also helps improve hand-eye coordination because of the unique writing style, between the connection of letters and consistency between words and sentences when writing in cursive.

Overall teaching a child cursive doesn’t do any harm. If anything it would put the child ahead of their peers in motor skills development, hand writing, and overall cognition. Learning cursive as an adult may be intimidating but it is extremely beneficial. And will help the gears in your head continue turning and your knowledge to continue expanding!

3. Self Discipline and Professionalism

When learning cursive writing some people may quickly learn that this writing form can be difficult. Whether you struggle with forming the letters, letter connection, or reading cursive, it is understandable that a lot of people may want to give up on the art, but DO NOT!

The benefits of cursive writing are numerous, as mentioned! Regardless, if you are a child, teenager, or adult trying to learn cursive or actively seeking out to learn the writing form, do it! Cursive writing is great for self discipline, fine motor skills, and advanced hand-eye coordination.

A cursive signature helps with professionalism in a person’s workplace, making the signature and the person look clean, professional, and educated!

4. Grammar, Spelling, and Overall Understanding!

Children who learn cursive writing sometimes find themselves better with understanding sentence form . Plus, a potential correlation between learning cursive with improved grammar and spelling exists. These skillful habits develop overtime when the child is learning cursive because cursive has a lot of repetition when learning the art form.

While the children are learning cursive, rewriting each letter and word they are also learning things like letter structure, word structure, and sentence structure. A study at Université de Sherbrooke, in Quebec, Canada, has actually shown that children who learn cursive at a young age are more likely to become better at spelling and writing. Children and adults who use cursive often write faster and more fluently.

5. Learning Disability Program Aid

Although the topic of aiding children with learning disabilities is pretty prominent in schools today, efficient help isn’t in that conversation. Public education often believes aid is going to be costly and inefficient for the cost. What the public school system hasn’t looked into however, is how the resources they already have can help benefit and rejuvenate their programs and aid.

Children who suffer from dyslexia get their letters, letter sounds, and word combination and pronunciations mixed up. Children with dyslexia specifically were in a study tracking things like their overall reading and spelling progress over a period of time.

The children in the cursive writing program had shown significant progress over a few weeks in their reading, spelling, and understanding sentence structure. Some of the children reported the ease of reading cursive, to their teachers’ surprise, due to the connection between letters when forming words.

Ready to Teach Your Kids (or Students) Cursive?

Overall whether you are an adult wanting to explore a new writing art form, a parent wanting to excel their child to the next step in their education, or simply someone trying to learn cursive writing form, there are no cons to indulging some of your time everyday to learning, practicing, and mastering cursive art form.

Need guidance while learning the cursive alphabet? Head over to our cursive alphabet tutorials . For practical writing tips to get started check out our “ Write in Cursive ” page!

Related Post :

Kentucky joins California and New Hampshire to mandate cursive handwriting in public schools

Connecting letters by in cursive

Leave a reply cancel reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• Geopolitics
• Computer Science
• Health Science
• Exercise Science
• Behavioral Science
• Engineering
• Mathematics

The Power of Cursive Writing: Unlocking the Benefits of Handwriting Skills

In today’s digital age, where keyboards and touchscreens dominate our lives, the art of handwriting seems to have taken a backseat. However, there is a growing body of research suggesting that cursive writing, an elegant and flowing style of penmanship, holds significant importance in our cognitive and brain development. In this article, we will explore the landmark research conducted by George H. Early in 1973, titled “The Case for Cursive Writing,” and discuss why cursive writing remains an essential skill even in the year 2023.

Why is Cursive Writing Important?

Cursive writing serves as a crucial tool for communication, self-expression, and critical thinking. It goes beyond the mere act of putting words on paper; it involves a unique cognitive process that engages the brain in a way that typing or printing does not. By learning cursive, individuals develop fine motor skills, hand-eye coordination, and the ability to connect letters fluidly, forming a seamless whole.

Moreover, cursive writing has historical and cultural significance. It connects us to our past, allowing us to read and understand important historical documents, letters, and manuscripts. Imagine being unable to decipher the beautiful script of the United States Constitution or the intricate handwriting of Leonardo da Vinci’s journals. By preserving cursive as a cherished skill, we ensure that future generations can retain this cultural heritage.

“Cursive writing is not just a relic of the past; it is a skill that continues to shape the future of communication and cognitive development.”

How Does Cursive Writing Benefit Brain Development?

The act of writing in cursive stimulates multiple regions of the brain, fostering better learning, memory retention, and overall cognitive abilities. Research has shown that the intricate movements required for cursive writing activate the brain’s neural connections more effectively than other forms of writing, such as typing or block printing.

One study conducted by Indiana University found that when children were asked to generate ideas for a composition, those who wrote in cursive produced more words and expressed more complex thoughts compared to those who used print or typing. This suggests that cursive writing promotes higher-level thinking and aids in the development of creativity and language skills.

Furthermore, cursive writing can enhance focus and concentration. According to an article published in Psychology Today, the repetitive nature of forming cursive letters serves as a form of mindfulness, allowing individuals to focus their attention on the present moment rather than becoming distracted. This mindful engagement during handwriting can improve information processing and ultimately lead to better learning outcomes.

“Cursive writing is an exercise for the brain, promoting cognitive development, creativity, and concentration.”

Is Cursive Writing Still Taught in Schools?

With technology becoming increasingly prevalent in classrooms, there has been a decline in the emphasis placed on teaching cursive writing. However, the importance of this skill has not diminished. In the United States, the decision to include cursive writing in the curriculum is determined at the state level, leading to inconsistencies across the country.

While some states, such as California and Texas, have mandated the inclusion of cursive writing in their education standards, others have abandoned it altogether. This lack of uniformity raises concerns about the potential long-term consequences for students’ cognitive development and the preservation of essential cultural documents.

It is crucial to recognize the role of educators in fostering the practice of cursive writing. Teachers who integrate cursive writing into their lesson plans can effectively develop students’ fine motor skills, creativity, and critical thinking abilities. When students are exposed to cursive writing as an integral part of their education, they develop the foundational skills necessary for success in various academic subjects.

“Educators play a vital role in equipping students with the cognitive and cultural benefits of cursive writing.”

In conclusion, the research conducted by George H. Early in 1973 highlights the significance of cursive writing as a valuable skill, even in the year 2023. The art of cursive writing offers cognitive benefits such as improved brain development, enhanced creative thinking, and greater concentration. It also provides a link to our cultural heritage, allowing us to understand our past and connect with historical documents. While the teaching of cursive writing may vary across different states and education systems, it is crucial for educators to recognize its importance and incorporate it into their curriculum.

By embracing cursive writing and its multitude of advantages, we ensure that future generations possess the necessary skills to excel in a digitally driven world without losing touch with our rich history. Let us not undervalue the elegance and power of putting pen to paper and embracing the endless possibilities that cursive writing can unlock.

Source: The Case for Cursive Writing – George H. Early, 1973

Christophe Garon

September 21, 2023

Behavioral Science , Research

continuous education , handwriting , penmanship

Leave a Reply Cancel reply

Follow me on social, stay in the loop, recent posts.

• Enhancing R Programming Efficiency with Checkmate: Type Validation and Fast Argument Checks
• RUBER: Revolutionizing Evaluation of Open-Domain Dialog Systems
• Lagrangian Floer Homology: Unlocking the Mysteries of Symplectic Geometry
• DeepStack: Revolutionizing No-Limit Poker with Expert-Level Artificial Intelligence
• Understanding the Relationship Between Cofree Coalgebras and Differential Linear Logic
• Entries feed
• Comments feed
• WordPress.org

© 2024 Christophe Garon — Powered by WordPress

Theme by Anders Noren — Up ↑

• Grades 6-12
• School Leaders

100 Last-Day-of-School Activities Your Students Will Love!

Research Shows Huge Benefits to Learning Cursive, but Most States Don’t Require It

It’s time to bring back cursive instruction.

According to the USA Today, 41 states no longer require handwriting instruction. That’s not surprising, since the Common Core has shifted the focus to skills which support technology, like keyboarding instruction. But the benefits of handwriting, and cursive in particular, have long been documented. In addition to the effects on brain development, handwriting helps students build fine motor skills and dexterity, and leads to greater engagement and retention. In addition, research shows that cursive writing is beneficial for students with learning disabilities.  

Here are a few ways cursive instruction benefits students.

Brain development 

According to a study conducted by the University of Washington , learning to print, write in cursive, and type on a keyboard all contribute to brain development in students. But instruction in cursive writing in particular seems to produce the greatest neurological effects.

The key difference is that cursive writing stimulates brain synapses and the synchronicity between both sides of the brain, unlike printing or typing.  William Klemm , senior professor of neuroscience at Texas A&M University, states, “Handwriting (cursive writing) dynamically engages widespread areas of both cerebral hemispheres.” He references brain scans taken during handwriting that show activation of extensive regions of the brain involved in thinking, language, and working memory. 

[contextly_auto_sidebar]

Handwriting expert Jeanette Farmer provides a strong argument for setting aside time for cursive instruction. “Handwriting has a physiological/psychological link in the brain,” she states. “This link is so strong that nothing else done in the classroom can begin to compare with the powerful impact that repetitively manipulating the thumb and fingers over time has on the young brain.”

Mental engagement 

Handwriting contributes to greater retention and deeper learning in students. It only makes sense that students spend more time processing, and have a greater ability to remember, things they create by hand.

Learning how to write in cursive matters because it demands focused attention. First a child has to think about the structure of each letter, then figure out how to mechanically reproduce it. Repeating this active process over and over helps build a foundation of literacy learning. 

This holds true for older students as well. According to researchers Pam Mueller and Daniel Oppenheimer , “Students who take notes on a laptop tend to transcribe lectures verbatim, while students who hand-write notes process information and reframe it in their own words, reinforcing learning.”

Kinesthetic benefits 

When students learn to write in cursive, they must coordinate fine motor skills with visual and tactile processing abilities. The physical act of touching pen to paper builds muscle memory that is foundational for learning. W riting in c ursive requires knowledge of not just letter formation, but the curves and connections as well. This requires hand-eye coordination—a skill that is integral to learning to play a musical instrument, participate in sports, use tools, and even master a computer keyboard.

Benefits for students with learning disabilities

A 2012 review suggests that cursive may be particularly effective for individuals with neurological disorders such as dyslexia and dysgraphia . Dyslexia is caused by a disconnect between the auditory and language centers of the brain. As stated above, writing in cursive has the effect on the brain of joining together these two centers. In addition, cursive writing, with its connected letters and fluid motion, has been shown to help students with dysgraphia, which is characterized by motor control difficulties in writing. 

We all know teachers only have so many hours in the day, and standards dictate other priorities. But the overwhelming evidence shows that cursive instruction has enormous benefits for our students. Setting aside a few minutes each week to teach cursive writing is something we need to invest in. 

Do you make time for cursive instruction in your classroom? Come share in our WeAreTeachers HELPLINE! group on Facebook.

Also, check out What Teachers Need to Know About Dysgraphia and 10 Things About Dyslexia Teachers Need to Know .

You Might Also Like

20+ Assistive Technology Examples To Help Students Learn

Plus how to use them. Continue Reading

Copyright © 2024. All rights reserved. 5335 Gate Parkway, Jacksonville, FL 32256

You are using an outdated browser. Please upgrade your browser to improve your experience.

Suggested Results

• EdCommunities
• NEA Foundation

The Great Cursive Writing Debate

By: Cindy Long , Senior Writer Published: February 4, 2022

Should cursive handwriting go the way of the chisel and stone or quill and parchment, or is the pen is still mightier than the keyboard?

On team cursive, advocates point to the many studies that have shown that learning cursive not only improves retention and comprehension, it engages the brain on a deep level as students learn to join letters in a continuous flow. It also enhances fine motor dexterity and gives children a better idea of how words work in combination.

Team keyboarding say the curriculum is already packed and learning cursive is less important in an increasingly digital world.

Some research indicates there could be a middle ground. Imagine a college lecture hall where some students are taking notes on laptops while others are taking them longhand. Whose notes are better?

Researchers have found that laptop users take more notes, sometimes recording every word from the lecturer, while the longhand note-takers were slower and had to paraphrase while translating speech to paper. However, the process of transcribing enabled them to recall more of the information than the laptop note-takers.

Enter handwriting recognition apps, combining cursive with digital text. These apps, like Google Handwriting Input, Pen to Print, or WritePad for iPad, are able to scan and digitize handwritten notes.

There are currently 21 states that require cursive in public school curriculum, but the debate about keyboarding versus cursive rages on. NEA Today asked our Facebook followers what they think. Among these educators, we found members of Team Cursive, Team Keyboarding, as well as Team "Both." Here’s what they had to say.

Judy Lee Walker

Kids can barely print. I love cursive, but we need to get the basic concepts of writing down first, such as capitals, punctuation, writing in a straight line. I'm seeing poor writing skills in fourth through eighth grade.

Julia Miller

Cursive is like calligraphy--good to teach in art class, harmful to force for all assignments.

Debbie McCleskey Baker

Some benefits of cursive: 1) it trains the brain to learn functional specialization, 2) it improves memory, 3) it improves fine motors skills, meaning that students who have illegible print, often have legible cursive handwriting .

Valerie Rose Carey

It's not about what will be "useful" for us in later life. Writing in cursive aids in brain development and primes the brain for increased learning.

Liz Brady Meehan

Uh... both? I learned both in elementary school in the '90s. And I feel it's important to at least be able to read cursive. I rarely personally write in cursive, but I definitely wouldn't like being unable to read it.

DeeAynn Durbin

I'm Team Both. Kids need to learn how to print properly, then write in cursive. They also need to learn how to properly type on a keyboard. I teach middle school and most kids don't know how to print properly, they don't know cursive at all and they hunt and peck to type on their Chromebooks/computers. We are not teaching basic skills any more and we need to.

Michelle P Williamson

It should be an enrichment not a requirement. It will never be needed in life, except for a signature, and those will all be electronic before long.

They need both. But, if they don't learn to spell, whether they type or write, their ability to communicate is adversely impacted.

Brandon Gabriel Abraham

We can do both. Also, we, as teachers, can demand a more robust conversation than this silly either/or(where the “typing side” represents new thinking, and the “cursive side” represents the old guard). For all we know, keyboards and laptops probably aren’t going to be around, say, 15 years from now(voice recognition is only going to get better). So let’s do both.

Ellie Zimmerman

I taught it for last 4 years in 3rd grade at my school, kiddos love learning it! We even then sent letters to nursing homes as pen pals during the pandemic, in cursive! They totally got a kick out of getting letters back written the same way

Jason Zobl-Tar

Cursive is outdated. Typing is a current skill that students need. There is only so much time in the school day.

Most documents are signed online now, which even further makes the point that new skills are necessary for our students to be productive in this century.

Plus, have you seen most people’s legal signatures? Many are illegible and a mix of cursive / manuscript / personal style. Proper cursive instruction is no longer necessary.

Cheri Cahill

Cursive is more than just a way to write. It strengthens the cross hemi-sphere connections in the brain. Helps students later with problem solving and abstract thinking. As a math teacher I think students should learn cursive to help their brains develop those connections needed later in life.

Reference s

• 1 No Diverse Books in the School Library? These Paraeducators Changed That!
• 2 What Do Students Want to Read? It Might Not Be What You Think
• 3 Third Graders Celebrate Read Across America with Juana Medina
• 1 NEA LGBTQ+ Resources
• 2 NEA’s Read Across America: Approved Logos
• 3 Read Across America for Parents

Get more from

Great public schools for every student.

Why Write in Cursive: Top 12 Reasons to Practice Cursive Writing

Why write in cursive? Learn the benefits of writing in cursive to develop your motor skills and more in our guide.

Cursive writing is a form of handwriting where all the letters in a word are connected. In America, cursive writing began in the 1840s when Platt Rogers Spencer from New York formulated a program to teach this type of penmanship to students. Since then, writing experts have developed various cursive styles until the advancement of technology and changes in the modern educational curriculum.

Its many advantages made it a standard in the educational system. However, after the arrival of the printing press and more modern devices, only 21 states in America mandate cursive writing in their curriculum today. Despite these drastic changes, cursive writing’s benefits remain.

Top 12 Reasons to Start Writing in Cursive

1. it’s good for your brain, 2. to be a speedy writer, 3. to improve your sensory and motor skills, 4. to connect with the past and earn a living, 5. to have a high-quality signature, 6. to reduce mistakes in positioning letters, 7. to inspire creativity, 8. to follow writing rules, 9. to be good at spelling, 10. to read cursive handwriting, 11. to increase memory retention, 12. to improve self-discipline and self-confidence.

Professor Virginia Berninger notes that producing a letter in handwriting requires a series of finger strokes versus typing on a keyboard where one just presses the keys. These finger movements activate not only the thinking part of the brain but also the regions involved in language and memory. Cursive writing promotes synchronicity between the brain’s right (creativity and spatial ability) and left (speech and comprehension) hemispheres. 

Print handwriting requires more time to produce a letter to accommodate the stopping and lifting of the pen after each stroke. For example, if you want to write the word “kite,” the letter “k” alone will make you lift your hand two or three times. Meanwhile, in cursive writing , all the letters are connected, reducing the frequency of pen lifting. Increasing your writing speed is critical for taking notes when speakers such as teachers dictate vital information.

Cursive writing is one of the most powerful techniques to improve sensory and motor skills . Writing in cursive requires proper position, grip, angle, and pressure to control the pen and efficiently write on paper. Moreover, it also demands good motor planning to preserve fluid movement in creating each letter from all directions.

With continuous practice, you will master not only cursive writing but also develop fine motor skills essential in performing various tasks such as tying shoes, copying words, and reading. It’s why children as early as four years old are encouraged to write in cursive.

Since the creation of the typewriter, cursive letters are usually only seen in legal documents or invitations to formal events. This is why it’s not surprising for young people to think of cursive writing as “old-school writing.”

Some believe cursive writing is obsolete, but that is not the case. The dwindling penchant for cursive doesn’t remove the talent students can develop upon learning this handwriting style. Moreover, those who dedicate time to learning cursive are hired to create crafty pieces for special celebrations.

Like looking at antique paintings or photographs, cursive writing awakens a nostalgic appreciation for art. To boost their impact, clients request writers to turn their heartfelt letters into beautiful cursive to demonstrate sincerity to a loved one. Some employ cursive writers to produce important card invitations such as those used in weddings or corporate events.

If you’re unsatisfied with your current signature, practicing cursive writing will upgrade your signing of papers. Today, most people only use cursive when signing legal documents or bank checks above the printed name. However, there are cases where a person’s signature is deemed invalid, even if there’s no fraud involved.

When you sign legal documents, you should feel confident doing so. Any wrong stroke or uncertainty will automatically invalidate the signature while you scribble on the papers. Practicing cursive improves your confidence in signing documents to enhance legitimacy through clear quality and smooth strokes.

Print handwriting is not advisable for people with focus and attention problems and learning disabilities such as dyslexia and dysgraphia. They need help distinguishing between certain letters, such as b, d, p, and q, which often leads to incorrect writing. People with these disabilities can more easily recognize cursive letters, reducing errors. 

Amanda Stedke from the Zaner-Bloser company, which has hosted national handwriting contests for 30 years, identified cursive writing as the earliest method to bring out children’s creativity. Regardless of how you write, cursive writing boosts creativity by generating new ideas and finding innovative ways to solve problems. Learning and practicing different cursive styles allows you to find ingenious ways to write concepts born from imagination.

Cursive writing has many cognitive benefits, such as being an effective meditation technique to calm the mind. Activities like calligraphy also activate different parts of the brain to work together.

There are different styles available for writing in cursive, such as:

• New American Style – It’s the easiest style with no complicated strokes. All letters are in italic.
• D’Nealian Handwriting – The hooks at the tails of each letter are connected to form a word.
• Zane-Bloser Cursive Writing – It combines the new American style and D’Nealian handwriting.
• Handwriting Without Tears – It’s designed with minimal continuous strokes that almost look like print handwriting.
• Spencerian – It’s an elegant cursive penmanship commonly used in formal and business writing , such as certificates and invitations.
• Palmer Method – It’s simple, standard business penmanship that uses muscular arm movements rather than fingers.

Each style has rules, such as the correct order and spacing between each letter. Learning and applying these rules to cursive writing makes the piece easier to read. They also create smoother handwriting from the continuous flow of each letter, unlike print script, which sometimes has different sizes and doesn’t follow correct capitalization.

Writing in cursive also helps you become better at spelling through muscle memory. As you write, the hand’s movement sends signals that form a visual of the letter in the human brain. Because the brain has memorized the letter’s form, recognizing the letters that complete a word becomes easier. 

It’s like learning how to play the piano, where remembering the correct pattern of hand movements is essential. By constantly repeating the right cursive movements, you unconsciously learn and store the correct spelling patterns of each word in your memory.

Some people have sloppy cursive that is usually the product of speedy writing . You can see this skill in secretaries, doctors, lawyers, and other busy professionals. You’ll have better chances of reading and understanding their notes if you write in cursive. 

Additionally, if you’re a beginner practicing your cursive and using it to make your notes, there’s a chance that you scribbled too fast and can’t read what you wrote. Especially if you’re unfamiliar with the subject, you will need help deciphering the writing. So, it’s best to write in cursive and continuously improve your reading ability.

Handwriting increases memory recall as there is more brain activity when information is physically written on paper. Studies show that cursive writing lets the brain take in more information and prepare it with the optimal conditions for learning.

Students taught cursive but didn’t practice it regularly tend to forget this skill. Learning cursive requires patience and self-discipline to push through with their practice. These practices are necessary to develop motor skills and master hand-eye coordination to upgrade your cursive writing continuously. 

9 Pros And Cons Cursive Writing: An Honest Look

Cursive seems to be on its way out. Growing numbers of schools worldwide have cut cursive instruction from their curriculums to make space for new skills that can help us flourish in the 21st century. But are we being rash by throwing out a handwriting style that is anything but purely decorative?

As cursive disappears from schools, many parents are teaching their children this handwriting style at home, convinced that it has strong historical, cognitive, therapeutic, and aesthetic advantages. Cursive might come with benefits, but can it help give kids an edge in our digital world? Let’s explore cursive’s pros and cons.

9 Pros Of Cursive

Die-hard cursive fans believe we’ll deprive ourselves of a powerful skill if we stop teaching and writing in cursive. These are their 9 main arguments for why we should fight to keep cursive alive.

# 1 Cursive Writing Is Faster Than Printing

One of the big reasons cursive is attractive is that it can save time.

With cursive, letters are connected, cutting down the times you need to lift your pen. Depending on how much you write, the seconds you save by raising your pen less frequently can increase your writing efficiency compared with when you’re writing in print.  

# 2 Cursive Links Us To The Past

Significant historical texts, like our founding documents, were written in cursive. Mastering cursive lets us read these documents as they were written, helping us connect with the past and our identity as Americans.

Most important documents are also available in print, but reading copies isn’t nearly as enriching as reading the originals.

And what about old family letters and notes that are written in cursive? Knowing how to read cursive allows you to keep your family’s stories captured in handwritten texts alive.

# 3 Cursive Is Accessible To All

We don’t all own a computer, tablet, or smartphone, but pretty much everyone can get their hands on pen and paper. So, whereas typing is a skill that benefits only people who have access to technology, handwriting skills can be used by all.

People who don’t have computers are already at an economic disadvantage; giving these people strong handwriting skills stops them from being placed at an educational disadvantage too.

# 4 Cursive Is Good For Your Brain

Writing in cursive is believed to boost your brain.

Research shows that when you write down information you hear, you’re more likely to remember the information than if you’d typed it. When you listen and write by hand, it triggers brain activity that strengthens your memory.

Writing by hand might also improve thinking skills like reasoning, decision-making, and problem-solving.

Plus, when you write by hand (not type), you’re more likely to paraphrase and summarize information, listening attentively for the key bits.

# 5 Cursive Can Support People With Dyslexia

Cursive has been found to help students with dyslexia to read.

Learning to read is especially tricky for people with dyslexia because they struggle to link letter sounds with their symbols correctly. Cursive makes this task easier by engaging different brain areas responsible for letter recognition.

The way that cursive groups words’ letters together without spaces between them also helps those with dyslexia see the words as units with letters in proper order, making spelling the words less challenging. 

Another reason cursive can help people with barriers to learning is that each letter has a unique shape, making them simpler to tell apart. Many print letters look similar, and they’re therefore easily confused.

# 6 Cursive Helps Develop Fine Motor Skills

When you’re buttoning your clothes, brushing your teeth, whisking eggs, or, yes, writing, you’re using your fine motor skills. Fine motor skills encourage your eyes and muscles in your hands and fingers to work together to complete precise tasks.

Writing cursive gives your fine motor skills a good workout. Cursive develops hand-eye coordination while also building hand muscles, making it a great pick for fine-tuning your fine motor skills!

# 7 Learning Cursive Is Rewarding

Learning how to write in cursive is tricky. So, sticking it out till you can fill pages with lovely flowing text gives a wonderful feeling of accomplishment.

Who doesn’t like picking up a new skill? The hours of handwriting practice won’t only give you fancy handwriting for thank-you notes; they’ll make your brain work better. Whenever you challenge your brains to learn something new, you create fresh brain connections, which help keep your brain healthy.

# 8 Cursive Lets You Write With Flair

If you want to write with style, cursive is the way to do it! This beautiful handwriting looks so good on paper and creates the impression that whatever’s been written is worth reading.

Knowing how to produce gorgeously curvy, linked handwriting will make you stand out in a world of basic block lettering.

Cursive writing can also encourage creativity. When you have different writing styles in your repertoire, you have more ways to express yourself artistically in writing.

Fun fact: Apple mastermind Steve Jobs was a fan of diverse writing styles. He went one step beyond cursive by becoming an accomplished calligrapher.

# 9 Cursive Creates A Professional Signature

When anyone claims that cursive is the dinosaur of written communication, you’re sure to hear a cursive supporter retort, “What about signatures?”

True: Signatures are, as a rule, written in cursive, and all legally binding documents do need a signature. Cursive makes signatures unique and gives them an impressive quality, unlike other writing styles.

9 Cons Of Cursive

Gadget-lovers who whip out their smartphone, not pen and paper, for taking notes think it’s time to say bye-bye to cursive. Here are their 9 main reasons we shouldn’t resist cursive’s extinction.

# 1 Cursive Isn’t Always Faster (And It’s Not The Fastest)

Cursive’s main claim to fame, being speedier than print handwriting, isn’t a given. Some of us struggle to get the hang of cursive no matter how much we practice. Concentrating on getting the letters to flow together can actually slow down our writing.

So, it’s the person who’s writing, not just their writing style, that influences writing pace.

There’s another contender for the Fastest Method For Recording Text title: typing. And you don’t need to be a touch typist to get results. Even two-finger typists have been found to type at least five words more per minute (compared with writing by hand).

Speed and ease while recording text isn’t just for getting more done in less time. When our recording method is quick and undemanding, we’re free to think about what we’re writing. Use whichever method feels most natural and helps you switch off from the act of writing so you can fully explore concepts and ideas.

# 2 There’s No Time To Teach Cursive

Future-focused schools adapt their curriculums to keep up with our rapidly changing world. Subjects that aren’t relevant for the digital age are replaced with ones that are likely to be more valuable to 21st-century kids.

Cursive instruction is one of the areas that’s being pushed aside to make time for teaching new skills like computer programming and personal finance.

It’s not as if pens and paper will vanish from schools. Handwriting is still an essential part of education. It’s that schools are rethinking whether teaching two styles of handwriting (in addition to typing skills) is a smart use of time when there are more practical skills kids need to thrive in a modern world.

# 3 Cursive Doesn’t Have Major Advantages Over Print

While handwriting is certainly still relevant in the 21st century, the specific writing style doesn’t appear to matter.

Meaningful writing is fluent and legible. Full stop. Nit-picking over whether it’s cursive or print is pointless.

Writing by hand (instead of typing) has brain and memory benefits, but these benefits apply to cursive and print, not cursive alone.

While some people might experience extra perks when writing in cursive compared with printing, for most of us, these advantages are nothing to write home about (in whatever style you choose!).

# 4 Cursive Is Rarely Used And Easily Forgotten

Supposing you were once taught to write in cursive and were quite proud of how you could decorate your pages with flowery text.

How often do you use cursive now? Do you even remember how to write in this style? A dinner party snap poll is likely to reveal that most of your friends hardly use cursive in their everyday lives, and many can’t remember when they last wielded their pen to produce cursive text.

Even handwriting teachers don’t seem to make cursive their go-to style. A survey by cursive textbook publisher Zaner-Bloser found that only 37% of participants write in cursive all the time, and 8% write exclusively in print.

# 5 Cursive Doesn’t Make You Stand Out In The Workplace

While brainstorming ways to make your resume sparkle, have you ever thought, “Aha, I’ve got it – I’ll add my cursive expertise to my skillset!” Or are you more likely to add your SEO prowess?

Unless you’re keen to become a lettering artist, computer rather than handwriting skills are more likely to land you a job. For aspiring entrepreneurs ready to take on the world, digital skills are especially important. 

# 6 Cursive Isn’t A Useful Skill In The Modern World

Over the past century, written communication has evolved from an ornate cursive to a simpler cursive and then to block-lettered print and typing. Every change was criticized and resisted. 

Even when newer ways of doing things bring improvements, it’s difficult letting go of familiar things we cherish (this sentiment is captured so well in the classic song “Video Killed The Radio Star”). However, nostalgia isn’t a strong enough reason to hold on to a handwriting skill that’s unlikely to be useful in the future.

Our communication increasingly happens via technology, so digital skills are the new must-haves.

# 7 Cursive Can Be Less Legible Than Print

Not everyone’s cursive is beautifully formed and a pleasure to read.

Cursive can be less legible than print when written carelessly or in a rush. Some particularly messy cursive scrawls can’t even be read by their writers!

# 8 Cursive Creates Stress For Students With Special Needs

While cursive is super supportive for some students with learning barriers, it can be an additional stumbling block for others.

It takes time and effort to perfect cursive writing. All kids might struggle with this task at first, but some students with special needs find cursive especially challenging to get right. Persistent trying without success can send these students into a self-doubting, anxious frenzy, making learning feel overwhelming.

# 9 Electronic Signatures Don’t Need To Be Cursive

The argument that kids need to learn cursive to create signatures when they’re older gets weaker as tech-aided ways to verify transactions are introduced. 

Electronic signatures (or e-signatures) are becoming more common – they’ve even been described as an essential part of the modern workplace, especially with more and more people working remotely. E-signatures don’t need to be cursive.

Actually, it’s generally not a legal requirement that handwritten signatures (or wet signatures) be cursive either. Printing your name is an official option for marking your consent, whether you do so electronically or with a pen.  

With tech shaking up how we do almost everything in our day-to-day lives, who knows how we’ll authorize documents in the future?

The pros and cons show there are good reasons to keep cursive around, and there are also valid reasons to let it become a relic from a time when modern tech hadn’t taken over.

Your aim when writing should be to communicate efficiently and clearly, using whatever method helps you best reach this goal. You don’t need cursive for this. Perhaps the parents who’re teaching their kids cursive after school hours have it right: cursive training could be a hobby for those who think it’s too valuable to lose.  

Similar Posts

How to write without looking – a guide with exercises.

To teach yourself to write without looking, you need to practice repeatedly. Gradually adjust your field of focus to a fixed point further and further away from the page while writing. Begin by writing at a desk, and when you get more confident, progress to taking notes in more varied settings.

Can You Write Cursive In Any Other Language?

Most languages have a form of cursive, where you attach the letters as you handwrite them. You can write cursive in any Latin alphabet language, including Spanish and French. Languages that are written in Cyrillic or Chinese characters also have cursive versions. Arabic and Hebrew lack cursive.

Should Your Journal In Pen Or Pencil?

Using a pen or pencil for journaling is subjective. They both have pros and cons. Pens are permanent; pencil lines can be erased. Pencils offer variations of shades, but pens come in different colors. The content of the journaling and personal preference are the determining factors.

Is Handwriting In Your Genes? What The Science Says

Handwriting is influenced by both genetics and learned behavior. Genetically, handwriting is affected by bone structure, hand-eye coordination, and muscle memory. However, our state of mind, personality, and a desire to emulate another person, such as a parent, also contribute to our handwriting.

Can You Write Cursive On An Envelope?

You can write cursive on an envelope. However, the writing must be legible. If the cursive is hard to read, the mail may go undelivered. Therefore, it’s best to digitally print the address on the envelope face or use print handwriting if the cursive is illegible.

How To Write Without Lifting The Pen: 8 Fun Exercises

One of the most used exercises for practicing writing or drawing without lifting the pen is drawing a circle in a box. By positioning your hand on a paper with an inch-by-inch square drawn on it, you can practice moving only your fingers to draw a circle, spiral shape, or a number 8.

How Wee Learn

Out of the box learning ideas, playful art, exploring nature, and simple living - that is How We Learn!

8 Surprising Benefits of Cursive Writing

January 5, 2024 by Sarah 125 Comments

Sometimes, as a Mama, I do things just because I have always done them. Do you know what I mean? For example, my little ones have always had an early bedtime. I know in the back of my mind there are tons of benefits for this, but I haven’t really taken the time to research them. I just put my little ones to bed early.

Another thing I do is teach my little ones cursive writing. This is one of those things that I knew had tons of benefits, but I had never taken the time to research them—until now.

That’s right, friends. You are about to get the fabulous recap notes from many nights of research. Many long nights and cups of coffee later, I have realized that the ins and outs, history, and benefits of cursive writing is quite the wormhole.

As it turns out, the benefits of cursive writing and why it should be taught to children are plentiful. The reasons many children are no longer taught cursive writing, though, are not. The biggest reason I could find for why it is no longer being taught is simply it is not felt to be needed or relevant any longer.

BUT… when you look at all of the benefits of cursive writing, you will see a much different picture. There are incredible benefits to children! So much so that I would say it is indeed still needed.

Free Printable Cursive Writing Practice Pages

Just before we get into all of those benefits, you’ll want to grab these Free Printable Cursive Writing Practice Pages . I know you’ll be just as gung-ho about cursive writing after reading through these benefits, so let’s get you set to dive right in!

Here are 8 benefits of cursive writing to show why teaching cursive writing is still important:

1. Cursive letters are easier for young children to form. Writing in print with all of the starts, stops, and hard lines tends to be difficult for young children. Writing in a smooth, flowing, curving, connecting pattern is much easier for little hands still developing fine motor control.

2. Cursive writing reduces letter reversals. Young children very commonly struggle with letter reversals when printing. Letters b and d are examples of two print letters that look very, very similar. Children start by drawing a line and removing their pencil, then they need to try to remember (or guess) which side the circle goes on. In cursive writing, though, young children do not remove their pencil from the paper. Letters flow from one side of the page to the next in smooth and fluid movements. The letter ‘b’ is made with the stick first, and the letter ‘d’ begins with the circle. Letter reversals vanish!

3. Cursive writing is artistic. Most children love to draw and begin to do so quite naturally. Cursive writing is very artistic and quite like drawing in many ways. Cursive writing flows from this natural drawing ability.

5. Cursive writing involves crossing the midline. Do you remember a post I wrote some time ago about the importance of crossing the midline? If not, you can read it right here . Cursive writing is a fabulous activity for crossing the midline!

6. Cursive writing leads to increased writing speed and lowered hand fatigue. Due to the flowing nature of cursive writing, children who write cursive do so quicker and with less stress on little hand muscles. There is no starting and stopping, removing the pencil and placing it down again to shape each individual letter as there is with printing. 

7. Cursive writing helps with the retention of information. This benefit of cursive writing is actually a benefit of printing as well, but it needs to be mentioned due to the current shift towards typing reports, papers, and basically everything. It has been shown that writing things down by hand helps us to remember that information much better. This is a huge benefit to children learning information!

8. Signature. Finally, there will come a day when our little ones need to sign their names. Be it at the bank or on a driver’s license, that day will come. Voila! I have found at least ONE completely practical, daily reason why children should still learn cursive writing!

Isn’t this list surprising? There are SO many fabulous reasons to teach our children cursive writing.

I hope you will consider teaching your own children how to write in cursive! And if you do, I invite you to use my program, How Wee Write in Cursive . From squiggles to sentences, you will be guided in teaching your child how to write in cursive, step-by-step, slowly building up their writing stamina and technique.

Check out How Wee Write in Cursive:

https://shop.howweelearn.com/products/how-wee-write-in-cursive

Thank you so much for reading, sweet friend!

"Mom, you're the BEST!"

Get playful activities emailed each week. Subscribing is FREE!

August 16, 2019 at 12:24 pm

August 16, 2019 at 4:49 pm

I am American too

August 16, 2019 at 8:30 pm

August 17, 2019 at 3:02 am

Yay! American I’m a firm believer in the list art of cursive! Thank you

August 17, 2019 at 4:45 pm

I am glad to see that people are stressing the importance of cursive writing. American

August 17, 2019 at 9:41 pm

I am American

August 16, 2019 at 12:26 pm

What a great giveaway. Cursive is a lost art these days. I can’t wait to have my small human get better at writing.

August 16, 2019 at 2:28 pm

Small human – adorable! Thank you for entering; good luck!

August 16, 2019 at 7:31 pm

Cursive is great! American.

August 16, 2019 at 12:31 pm

I love the wee learn page it has brought alot of learning and fun to my 1 and 2 year olds. Keep doing an excellent job love you guys.??❤

August 16, 2019 at 12:32 pm

I am an American.

August 16, 2019 at 12:40 pm

August 16, 2019 at 1:43 pm

I am a Canadian

American, thanks for the research!

Love the wee learn family you guys are the best???❤

Aww thank you! Thank you for entering – good luck!

August 16, 2019 at 12:34 pm

I live in South Africa but need to win this

August 16, 2019 at 12:35 pm

I am an American

August 16, 2019 at 12:41 pm

Hi! My name is Lara and I’m a Preschool teacher of 3’s in America! I am a BIG supporter of handwriting for the benefits of reading skill development! I hope I am a winner!

August 16, 2019 at 12:52 pm

Awesome giveaway! I am an American .

August 16, 2019 at 2:27 pm

Thank you Lacy! Good luck!

August 16, 2019 at 12:54 pm

I’m American.

August 16, 2019 at 12:58 pm

August 16, 2019 at 1:03 pm

I’m an American!

I am American. Thank you!!

August 16, 2019 at 1:06 pm

I am american

August 17, 2019 at 4:06 pm

I live in UAE, you change my view about cursive handwriting, I though it’s something difficult for young kids to learn, I will start teaching my 3 years old son about this, thank you.

August 16, 2019 at 1:07 pm

August 16, 2019 at 1:14 pm

August 16, 2019 at 1:15 pm

August 16, 2019 at 1:24 pm

I’m American

August 16, 2019 at 1:25 pm

August 16, 2019 at 1:26 pm

I am American and totally agree with you!

August 16, 2019 at 1:34 pm

Oh my goodness, YES. I am American

August 16, 2019 at 1:37 pm

August 16, 2019 at 1:39 pm

August 16, 2019 at 1:42 pm

Canadian mama here!

I’m Canadian 🙂

August 16, 2019 at 1:44 pm

August 16, 2019 at 1:47 pm

August 16, 2019 at 1:53 pm

August 16, 2019 at 2:07 pm

I am an American!

August 16, 2019 at 2:12 pm

Thanks for the information on cursive hand-writing! I am American.

August 16, 2019 at 2:26 pm

My pleasure Elke – thank you for entering the giveaway!

August 16, 2019 at 2:13 pm

I am a Canadian.

August 19, 2019 at 8:38 pm

Congratulations! You have won one of the cursive writing workbooks! Please check your email.

August 16, 2019 at 2:18 pm

Hello, I am American

August 16, 2019 at 2:20 pm

Hi, I’m a Canadian Grandma,aka, Gigi.I am a full time caregiver to my 3 year old granddaughter and loving every minute. Love your site, keep up the work as we need teachers like you. Yes it is a crime that they are not teaching cursive writing anymore.

August 16, 2019 at 2:25 pm

Thank you Laura!!

August 16, 2019 at 2:23 pm

I am Canadian!

August 16, 2019 at 2:34 pm

Canadian, and I have found the distinct lack of teaching cursive to be profoundly sad. I love writing cursive and will definitely be teaching my tiny human how to do it. Thanks for the cliffs notes

August 16, 2019 at 9:38 pm

My pleasure. I am so happy for you and your tiny human (adorable)

August 16, 2019 at 2:41 pm

American! One more great reason I’ve found to learn cursive is to be able to READ it. I do a lot of family history work finding my family’s ancestry, and so much of it is in cursive! I love looking over old records and reading history in it’s original script.

August 17, 2019 at 8:49 pm

Oh YES! A fabulous reason!! I am always surprised looking back on historical letters how almost all of it is in cursive writing. It is definitely a needed skill to keep our history alive.

August 16, 2019 at 2:48 pm

August 16, 2019 at 2:49 pm

August 16, 2019 at 3:12 pm

I’m American. We just started kindergarten homeschool with my oldest and are continuing preschool homeschool with my middle. Since I started homeschooling, I knew cursive would be something I taught to my munchkins. All of these benefits just confirm it. Thank you!

August 16, 2019 at 3:16 pm

Love the great reasons why we should still teach cursive!

August 16, 2019 at 3:33 pm

I’m American – and a big fan of cursive, which was always so much easier than printing for me when I was little!

August 16, 2019 at 3:35 pm

I’m American!

August 16, 2019 at 3:40 pm

None. I live in Saudi arabia and am always on the lookout for great resources for our little champs who i believe can change the world by being taught and directed in the right direction .

August 16, 2019 at 9:37 pm

This is lovely Uzma!

August 16, 2019 at 3:58 pm

American, thank you the research. Seems crazy children no longer learn cursive.

August 16, 2019 at 4:00 pm

I am an American. I am a firm believer in teaching our children cursive. I appreciate the research you did. I did not fully understand all of the benefits of cursive writing!

August 16, 2019 at 9:36 pm

Thank you Shanon – neither did I. The research was very eye opening. Thank you for entering – good luck!

August 16, 2019 at 4:05 pm

I am American ??

August 16, 2019 at 4:17 pm

As a retired American Teacher/Librarian, I have long been an advocate of teaching cursive writing after kids have mastered print. We used to teach D’Nealian in second grade as a step into cursive which was taught in third. Kids wrote more legibly all around and were able to read any type of print as they aged. My local school district has recently voted to bring back teaching cursive, and I am thrilled about that!

That is wonderful Dana! Thank you for sharing this news with us!

August 16, 2019 at 4:44 pm

Cursive writing is very important skill for children to learn. There’s nothing nicer than receiving a letter that has been hand written.

I am a Canadian granny.

August 16, 2019 at 9:35 pm

Oh do I ever agree with this!!! Thank you for entering you lovely Canadian Granny. Good luck!

August 16, 2019 at 4:47 pm

I am Canadian

August 16, 2019 at 5:08 pm

Great post! I’m Canadian.

August 16, 2019 at 9:34 pm

Thank you Rebecca! Good luck!

August 16, 2019 at 5:17 pm

August 16, 2019 at 5:21 pm

August 16, 2019 at 5:28 pm

American ??

August 16, 2019 at 5:34 pm

My daughter was just telling me yesterday, “in the olden days, people wrote ‘connected’ but not anymore” – heard from her teacher! I didn’t realize they don’t teach cursive anymore!

We are American.

August 16, 2019 at 5:36 pm

I’m an American! Fingers crossed!

August 16, 2019 at 5:45 pm

August 16, 2019 at 5:56 pm

I’m American 🙂

August 16, 2019 at 6:32 pm

I Am an American!

August 16, 2019 at 6:55 pm

I am American.

August 16, 2019 at 7:06 pm

I am dutch 🙂

August 16, 2019 at 7:11 pm

August 16, 2019 at 7:55 pm

It is probably a silly question but what age do you start cursive?

August 16, 2019 at 9:33 pm

Not silly at all! With the Oak Meadow curriculum form drawing begins in Kindergarten and continues through first grade. Official cursive writing begins in Grade 2. Thank you for entering Shelby! Good luck!

August 16, 2019 at 8:02 pm

August 16, 2019 at 8:37 pm

August 16, 2019 at 8:50 pm

Hello I am American.

August 16, 2019 at 9:19 pm

August 16, 2019 at 9:41 pm

I’m an American. 🙂

August 16, 2019 at 9:49 pm

Great post! I’ve been researching different curricula and would love to try Oak Meadow. We live in America.

August 17, 2019 at 8:48 pm

I am a big fan of Oak Meadow. If you have any questions I am happy to try to answer them for you! Thank you for entering – good luck!

August 16, 2019 at 9:53 pm

August 16, 2019 at 10:00 pm

Interesting research! Thanks for sharing ? I’m an American

August 16, 2019 at 10:19 pm

August 16, 2019 at 10:25 pm

August 16, 2019 at 11:54 pm

August 17, 2019 at 2:45 am

Hi, my name is Nicole and I’m a mother of five beautiful children: I’m new to “howweelearn” and so far I love it, and your sponsor Oak meadows, which gives me hope for homeschooling Multiple children in different grades . If I could afford the packages for all My children’s grades we would have considered homeschool, Oh and I’m American!!!!!

August 17, 2019 at 8:47 pm

Oh welcome Nicole! Thank you for your kind comment and for entering the giveaway. Good luck!

August 19, 2019 at 8:35 pm

CONGRATULATIONS! You have won one of the cursive writing workbooks. Please check your email!

August 17, 2019 at 3:48 am

Really interested in this for my SpecEd students

August 17, 2019 at 5:19 am

I need to use these workbooks, haha! I have a style of writing that’s a combo of cursive and printing but I wish I kept the cursive going. When I see a note or something written in cursive it just looks amazingly beautiful. And the research makes sense! Thanks for doing that! I am Canadian and I love your blog and Oak Meadow!

August 17, 2019 at 7:35 am

i am an American

I am Canadian. When is a good age to start doing activities like cursive writing? Thank you for the information that you shared in this post.

August 17, 2019 at 7:46 am

August 17, 2019 at 8:21 am

I’m an American.

August 19, 2019 at 8:34 pm

CONGRATULATIONS! You have won one of the workbooks. Please check your email.

August 17, 2019 at 10:21 am

August 17, 2019 at 11:33 am

I am African American.

August 17, 2019 at 2:01 pm

I am American and just taught my daughter to write her name in cursive this summer! Now I have a list of reasons for why it is important to learn cursive writing. Thank you!

August 17, 2019 at 9:51 pm

August 18, 2019 at 9:05 am

I was excited to see the item on cursive writting. Schools don’t teach this anymore and it’s a same

August 18, 2019 at 10:49 am

American. My 2 older girls have always asked why they didn’t learn cursive in school like I did. They always wanted to learn and I taught them as best as I could but, these workbooks would be amazing to help me teach my 3rd, youngest daughter!

August 18, 2019 at 2:48 pm

August 19, 2019 at 8:27 am

August 19, 2019 at 12:37 pm

American, and I have fought tooth and nail to keep handwriting as part of the curriculum to no avail. I still teach it in my classroom.

August 19, 2019 at 3:11 pm

August 19, 2019 at 3:23 pm

I’m American. I’m glad to see someone present good practical reasons cursive is good for the hands. I learned print and cursive, but calligraphy changed my handwriting even more for the better.

August 19, 2019 at 6:28 pm

I’m American. I went to K-2nd grade in Belgium and we only wrote in cursive. When I returned to the US for 3rd grade, the other kids were just starting to learn cursive. I got teased a lot because I couldn’t print well and was so shy, so I stubbornly gave up cursive any chance I had. It’s a skill I wish I’d never lost, and I plan on teaching it to my 2yo when she’s older.

August 19, 2019 at 8:32 pm

CONGRATULATIONS! You are one of the winners! Please check your email

January 5, 2024 at 8:51 pm

Is it okay for me to teach my child to do something just the way I do it, because I have always done it that way. YES! It is a beautiful art to teach children; to help them learn to express themselves as beautifully and artistically and elegantly as it is possible. No one seems to find a problem with everyone communicating by punching buttons on a phone with no voice or skill involved. God Bless you Sarah for publishing this program, and for the worksheets. I am aa great grandmother of a beautiful, intelligent 3 1/2 year old girl, and I have every intention of teaching her cursive, along with all the other beautiful, well planned and practical lessons that you provide. This website is such a gift for those of us who are dismayed and frustrated at the depths that society is sinking to, and I find it insulting that the educational system is making it so easy for us to eliminate standards that have been with us for centuries. Keep up the good work….you are a beacon of hope. Respectfully, Carole Aubin

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Attachment The maximum upload file size: 512 MB. You can upload: image , audio , video , document , spreadsheet , interactive , other . Drop file here

For every step of your journey

Shop Resources

Privacy Overview

Free Printable

Let's take the mystery out of learning to read..

Check your inbox! Your free printable will be emailed to you immediately.

Each week, I send an email to my lovely subscribers with fun activities for children. You’ll also be the first to know when I’m offering an incredible deal. Unsubscribe at any time!

Why Cursive Handwriting Is Good for Your Brain

Writing by hand helps the brain learn and remember better, an eeg study finds..

Posted October 2, 2020 | Reviewed by Devon Frye

As school-age children increasingly rely solely on digital devices for remote- and in-class learning, many K-12 school systems around the world are phasing out cursive handwriting and no longer mandate that kids learn how to write in longhand script. Relying solely on a keyboard to learn the alphabet and type out written words could be problematic; accumulating evidence suggests that not learning cursive handwriting may hinder the brain's optimum potential to learn and remember.

A new EEG-based study by researchers at the Norwegian University of Science and Technology (NTNU) reaffirms the importance of "old-fashioned" cursive handwriting in the 21st-century's Computer Age. Even if students use digital pens and write by hand on an interactive computer screen, cursive handwriting helps the brain learn and remember better. These findings ( Askvik, Van der Weel, & Van der Meer, 2020 ) were recently published in the peer-reviewed journal Frontiers in Psychology .

"Some schools in Norway have become completely digital and skip handwriting training altogether. Finnish schools are even more digitized than in Norway. Very few schools offer any handwriting training at all," Audrey van der Meer , a neuropsychology professor at NTNU, said in an October 1 news release . "Given the development of the last several years, we risk having one or more generations lose the ability to write by hand. Our research and that of others show that this would be a very unfortunate consequence of increased digital activity."

For this study, Van der Meer and colleagues used high-density EEG monitoring to study how the brain's electrical activity differed when a cohort of 12-year-old children and young adults were handwriting in cursive, typewriting on a keyboard, or drawing visually presented words using a digital pen on a touchscreen, or with traditional pencil and paper.

Data analysis showed that cursive handwriting primed the brain for learning by synchronizing brain waves in the theta rhythm range (4-7 Hz) and stimulating more electrical activity in the brain's parietal lobe and central regions. "Existing literature suggests that such oscillatory neuronal activity in these particular brain areas is important for memory and for the encoding of new information and, therefore, provides the brain with optimal conditions for learning," the authors explain.

The latest (2020) research on the brain benefits of cursive handwriting adds to a growing body of evidence and neuroscience -based research on the importance of learning to write by hand. Almost a decade ago, researchers ( James & Engelhardt, 2012 ) used MRI neuroimaging to investigate the effects of handwriting on functional brain development in young children.

Karin James and Laura Engelhardt found that handwriting (but not typing or tracing letter shapes) activated a unique "reading circuit" in the brain. "These findings demonstrate that handwriting is important for the early recruitment in letter processing of brain regions known to underlie successful reading. Handwriting, therefore, may facilitate reading acquisition in young children," the authors noted.

Another recent fMRI study ( Longcamp et al., 2017 ) of handwriting and reading/writing skills in children and adults found that "the mastery of handwriting is based on the involvement of a network of brain structures whose involvement and inter-connection are specific to writing alphabet characters" and that "these skills are also the basis for the development of more complex language activities involving orthographic knowledge and composition of texts." ( For more on the brain benefits of setting our keyboards aside see " Why Writing by Hand Could Make You Smarter " by William Klemm .)

The latest (2020) study on the importance of cursive handwriting suggests that from an early age, children who are encouraged to augment time spent using a keyboard with writing by hand or drawing * establish neuronal oscillation patterns that prime the brain for learning. As the authors sum up:

" We conclude that because of the benefits of sensory-motor integration due to the larger involvement of the senses as well as fine and precisely controlled hand movements when writing by hand and when drawing, it is vital to maintain both activities in a learning environment to facilitate and optimize learning. "

Audrey van der Meer and her NTNU colleagues are advocating for policymakers to implement guidelines that ensure school-age children receive a minimum of handwriting training and encourage adults to continue writing by hand. "When you write your shopping list or lecture notes by hand, you simply remember the content better afterward," Van der Meer said in the news release.

"The use of pen and paper gives the brain more 'hooks' to hang your memories on. Writing by hand creates much more activity in the sensorimotor parts of the brain," she added. "A lot of senses are activated by pressing the pen on paper, seeing the letters you write, and hearing the sound you make while writing. These sense experiences create contact between different parts of the brain and open the brain up for learning."

* For more on the benefits of drawing and the arts to improve K-12 classroom learning see " Arts-Integrated Pedagogy May Enhance Academic Learning ."

LinkedIn and Facebook image: Aila Images/Shutterstock

Eva Ose Askvik, F. R. (Ruud) van der Weel and Audrey L. H. van der Meer. "The Importance of Cursive Handwriting Over Typewriting for Learning in the Classroom: A High-Density EEG Study of 12-Year-Old Children and Young Adults." Frontiers in Psychology (First published: July 28, 2020) DOI: 10.3389/fpsyg.2020.01810

Christopher Bergland is a retired ultra-endurance athlete turned science writer, public health advocate, and promoter of cerebellum ("little brain") optimization.

• Find a Therapist
• Find a Treatment Center
• Find a Psychiatrist
• Find a Support Group
• Find Online Therapy
• International
• New Zealand
• South Africa
• Switzerland
• Asperger's
• Bipolar Disorder
• Chronic Pain
• Eating Disorders
• Passive Aggression
• Personality
• Goal Setting
• Positive Psychology
• Stopping Smoking
• Low Sexual Desire
• Relationships
• Child Development
• Self Tests NEW
• Therapy Center
• Diagnosis Dictionary
• Types of Therapy

At any moment, someone’s aggravating behavior or our own bad luck can set us off on an emotional spiral that threatens to derail our entire day. Here’s how we can face our triggers with less reactivity so that we can get on with our lives.

• Emotional Intelligence
• Gaslighting
• Affective Forecasting
• Neuroscience

• Book Lists by Age
• Book Lists by Category
• Reading Resources
• Language & Speech
• Raise a Reader Blog
• Back to School
• Success Guides by Grade
• Homework Help
• Social & Emotional Learning
• Activities for Kids

Here's How Cursive Writing Practice Benefits Literacy

Knowing how to write in cursive isn’t just for sending thank you cards to grandma research suggests it can boost kids’ reading and writing skills, too..

For many parents, learning cursive was a rite of passage in elementary school. You likely sat down at your desk and eagerly practiced each letter, quickly mastering the alphabet so you could form words and phrases with a free-flowing flourish that writing in print just doesn’t offer.

In many classrooms today, cursive writing practice takes a backseat to keyboard proficiency. There may be a few introductory lessons on how to form letters in cursive and how to read it, but instruction is often limited — kids are either writing in print or relying on the keyboard to communicate their thoughts and ideas. 

Though cursive may be seen as dated and outmoded by some, one Université de Montréal study suggests that children who have cursive writing practice may receive a significant boost to critical reading and writing skills. Read on for the specific three benefits kids get from learning cursive. 

1. Your child may become a better speller.

Researchers found that elementary students who learn cursive are usually better spellers. That may be because kids who write in cursive are often able to grasp how letters fit together to form words much quicker than those who write in print. This speedy understanding leads to better language processing, which is a critical element when it comes to mastering spelling.

2. Your child will likely be able to form words more easily.

Cursive encourages kids to visualize each letter as one united word, which makes it easier for children to remember — or memorize — the word they’re forming and writing. Researchers also note that kids are less likely to write letters backwards when writing in cursive: When writing in cursive, if a child were to write the letter backwards, they wouldn’t be able to tie it to the letter that follows.

3. Your child could become a better writer overall.

Kids that write in cursive don’t just form words more easily, they also write better sentences. Researchers found that kids who learned and wrote in cursive experienced an increase in skills related to syntax. This means that cursive writers often have a better understanding of how words should be organized and combined to craft strong phrases and complex sentences.

Shop Cursive Resources

Sign up and get 10% off books.

TED is supported by ads and partners 00:00

The Benefits of Cursive

Articles & Videos

The benefits of cursive handwriting.

• Differentiation
• Games & Activities
• Research & Case Studies
• Product Features

Subscribe to our newsletters

To find out more about how we use your information, please review our Privacy Policy .

Receive teaching resources and tips, exclusive special offers, useful product information and more!

Back to articles & videos

Writing Time 22/10/21

Even in our digital world, educators can see the value that early primary students get from handwriting. But as the focus switches from print to cursive handwriting in upper primary, students and teachers may ask –  why is cursive handwriting development important?

Here are just three reasons why cursive handwriting still has a place in our modern world.

Facilitates speed and fluency

Cursive handwriting was initially developed to improve speed and fluency. So, once your students have mastered letter formation in print handwriting, they can learn to use cursive handwriting to translate their thoughts into written words more efficiently. In doing so, they are able to free up their working memory to focus on creating good, reader-friendly prose.

As part of your cursive handwriting instruction, introduce activities that put a focus on developing speed. For example, you can conduct a timed challenge:

• Print a Blank Lines Worksheet for each student, available from  Writing Time Online .
• Write a sentence on the board to demonstrate correct handwriting.
• Tell students to carefully copy the sentence as a sample of their best handwriting.
• Now it’s time to introduce speed as a focus. Have students write the sentence as many times as possible in two minutes.
• Ask students to peer review or self-reflect on their work and determine if the quality was on-par with the sample they wrote in Step 3. Tell them to be specific about how they could improve, such as spacing, loops, joins, etc.

Remind students that although the goal of learning cursive is to develop speed, it is essential they also maintain accuracy and legibility.

Boosts creativity and innovation

Many successful writers can attest to the creativity that comes with the process of handwriting.

Studies show that cursive handwriting is an important tool for cognitive development as it activates both the left and right hemispheres of the brain. This promotes improved language and memory functions while also enhancing our ability to think innovatively. This activation only occurs with cursive handwriting, and is not present during print handwriting or typing. 1

So, the next time your students need to engage in a creative task such as brainstorming or writing a poem, put the devices away and have them pull out pencil and paper.

Improves fine motor skills

Of course, one of the most important benefits of cursive handwriting is that it helps students develop their fine motor skills. Cursive handwriting requires more advanced hand movements than print handwriting. Students need to learn how much force they should apply to the pencil and paper, as well as the process of motor planning to form the letters in a fluid, constant motion from left to right. 2

Poor fine motor skills can be detrimental to their overall writing abilities, leading to fatigue and disengagement from the writing task at hand. If your students are struggling with their motor skills, try these ideas to build motor skills in upper primary students in addition to cursive handwriting practice.

1. https://creativityworkshop.com/articles/connected-letters-connected-thinking-how-cursive-writing-helps-us-learn 2. www.memoriapress.com/articles/top-10-reasons-to-learn-cursive/ .

More Writing Time articles & videos

Writing time treasures unearthed.

Writing Time

Whether you’re a seasoned Writing Time adventurer, or embarking on a new handwriting journey with Lucy, Max and Archie the owl, there are plenty of hidden gems to discover – or rediscover – in the Writing Time series.

Building motor skills in upper primary students

If students reach middle to upper primary school with poor motor skills, it can negatively affect their writing. Not only does the physical act of handwriting become tiring, it can also hinder their ability to write fluently. Students simply don’t…