An Exploratory Survey of Adult Perceptions Regarding Childhood Cursive Writing Requirements and Later Literacy Skills

Purpose: The purpose of the current study was to evaluate adults’ retrospective recollection regarding childhood cursive writing requirements and their view of their current reading–writing abilities, efficiency, speed, confidence, accuracy, and the perceived ease in and value of learning to read and write print and cursive. Method: An online survey, consisting of 24 questions, was administered to adults. A total of 190 participants without any history of speech, language, or reading disorders were included in the current analysis. Results: Of the 190 respondents, 70.53% were required and 29.47% were not required to learn cursive. Mann–Whitney U test revealed no significant differences between the two groups in the ratings for reading print, writing print, or communication. All participants reported poorer ability and ease, higher stress levels, and lower perceived value of learning to read and write cursive compared to print. Participants’ beliefs regarding their reading efficiency, speed, accuracy, or confidence levels did not differ based on whether they recalled having a childhood cursive requirement. Some of the participants (56.25%) with cursive requirements found it beneficial and worth the effort. Conclusions: Overall, adult perspectives provide little subjective justification for requiring young children to learn cursive to enhance reading and writing skills.