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Does It Really Matter? The Effect of Script Instruction on First Graders' Reading Performance in Hebrew: Typical versus At-Risk Readers

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Title: Does It Really Matter? The Effect of Script Instruction on First Graders' Reading Performance in Hebrew: Typical versus At-Risk Readers
Language: English
Authors: Vered Vaknin-Nusbaum (ORCID 0000-0003-3799-876X), Ayelet Lahav
Source: Learning Disabilities Research & Practice. 2026 41(2):143-155.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 1
Primary Education
Descriptors: Foreign Countries, Hebrew, Grade 1, Elementary School Students, Handwriting, Writing Instruction, Orthographic Symbols, At Risk Students, Accuracy, Reading Fluency, Reading Comprehension
Geographic Terms: Israel
DOI: 10.1177/09388982261416136
ISSN: 0938-8982
1540-5826
Abstract: This study examined whether the type and timing of handwriting instruction (manuscript-first vs concurrent manuscript-and-cursive) influence first graders' reading performance in Hebrew. We further assessed whether effects vary between typical and at-risk readers. A total of 102 first graders participated. Classrooms were assigned to two conditions. One group learned manuscript handwriting throughout first grade, with cursive introduced only in the last 2 months; the other learned manuscript and cursive in parallel from the start of the year. Students were examined at the beginning of the year to check their language and letter-naming abilities before learning to read and again at the middle and at the end of the year to examine their reading fluency and comprehension. Results showed that by the end of the year, the manuscript group had higher scores on all reading measures. When students were divided into typical and at-risk readers based on end-of-year orthographic word recognition, typical readers in the manuscript group had higher fluency scores, whereas at-risk readers in the manuscript group had higher accuracy. Reading comprehension was also higher in the manuscript group for both reader types. Educational implications for the timing of cursive instruction in novice Hebrew readers are discussed in the context of reading development and orthographic characteristics.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500428
Database: ERIC
FullText Text:
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  Data: Does It Really Matter? The Effect of Script Instruction on First Graders' Reading Performance in Hebrew: Typical versus At-Risk Readers
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  Data: <searchLink fieldCode="AR" term="%22Vered+Vaknin-Nusbaum%22">Vered Vaknin-Nusbaum</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3799-876X">0000-0003-3799-876X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ayelet+Lahav%22">Ayelet Lahav</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Learning+Disabilities+Research+%26+Practice%22"><i>Learning Disabilities Research & Practice</i></searchLink>. 2026 41(2):143-155.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 13
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Hebrew%22">Hebrew</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Handwriting%22">Handwriting</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Orthographic+Symbols%22">Orthographic Symbols</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Israel%22">Israel</searchLink>
– Name: DOI
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  Data: 10.1177/09388982261416136
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  Data: 0938-8982<br />1540-5826
– Name: Abstract
  Label: Abstract
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  Data: This study examined whether the type and timing of handwriting instruction (manuscript-first vs concurrent manuscript-and-cursive) influence first graders' reading performance in Hebrew. We further assessed whether effects vary between typical and at-risk readers. A total of 102 first graders participated. Classrooms were assigned to two conditions. One group learned manuscript handwriting throughout first grade, with cursive introduced only in the last 2 months; the other learned manuscript and cursive in parallel from the start of the year. Students were examined at the beginning of the year to check their language and letter-naming abilities before learning to read and again at the middle and at the end of the year to examine their reading fluency and comprehension. Results showed that by the end of the year, the manuscript group had higher scores on all reading measures. When students were divided into typical and at-risk readers based on end-of-year orthographic word recognition, typical readers in the manuscript group had higher fluency scores, whereas at-risk readers in the manuscript group had higher accuracy. Reading comprehension was also higher in the manuscript group for both reader types. Educational implications for the timing of cursive instruction in novice Hebrew readers are discussed in the context of reading development and orthographic characteristics.
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  Data: 2026
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  Data: EJ1500428
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    Identifiers:
      – Type: doi
        Value: 10.1177/09388982261416136
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 143
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Hebrew
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Handwriting
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Orthographic Symbols
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Israel
        Type: general
    Titles:
      – TitleFull: Does It Really Matter? The Effect of Script Instruction on First Graders' Reading Performance in Hebrew: Typical versus At-Risk Readers
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            NameFull: Vered Vaknin-Nusbaum
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            NameFull: Ayelet Lahav
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              Y: 2026
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