In this study, a teaching method stressing the learner's perceptual development was prepared for the purpose of teaching beginning handwriting to children. During a school year, 324 first-graders were guided to examine the formational processes of handwriting, to describe the correct procedures orally, to check their own procedures against the correct way, and to adjust their procedures accordingly. Over the same period, a group of 402 first-graders were taught to write by the more traditional method of copying. Effectiveness of the experimental program was determined through comparison of the resulting speed and quality of writing for both groups; the nature and extent of formational errors made by children randomly selected from both groups; the relationships between speed and quality of writing; the effect of sex on speed of writing, quality, and number of formational errors; and evaluation of such general characteristics affecting handwriting skills as handedness, method of holding the pencil and paper, sitting position, and attitude toward writing. Findings supported the genera l conclusion that the method using verbalization of handwriting procedures was effective and merits further study. (Author/JB)