An Experimental Study of Individualized Learning/Instruction in Copying, Tracking, and Handwriting Based on Feedback Principles

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Abstract
During the last 10 to 15 yr. the stressing of individualized instructions has caused a reorganization of some schools, curricula, and instructional methods. Different theoretical approaches have been used for developing individualized instruction programmes in reading, spelling, and writing. The present experimental study of individualized instruction in copying, tracing, tracking, and handwriting was based on theoretical feedback principles. Close relationships between visuo-motor ability, copying, tracing, tracking, and writing performances were hypothesized and so were the main effects of the experimental programme with concern to the educational, psychomotor skills in question. In general, the predictions were confirmed by data in the present study in which 36 third-graders participated. Some additional information was presented, e.g., significant interaction between the experimental programme and subjects' writing skills was found for tracing only.