Methods: New York city elementary school students engaged in two handwriting approaches. One group utilized handwriting practice group (Handwriting Club) and the other group engaged in visual–perceptual–motor activities. After 12-weeks, handwriting speed, legibility, and visual–motor skills were examined using multivariate analysis of variance.
Results: Students who participated in the handwriting practice group demonstrated greater improvements in handwriting legibility than the students in the visual–perceptual–motor activity group. There were no group differences in handwriting speed and visual–motor skills.
Conclusions: The Handwriting Club (intense handwriting practice) is an effective approach for improving handwriting legibility.
Howe, T.-H., Roston, K. L., Sheu, C.-F., & Hinojosa, J. (2013). Assessing handwriting intervention effectiveness in elementary school students: A two-group controlled study. American Journal of Occupational Therapy, 67, 19–http://dx.doi.org/10.5014/ajot.2013.005470
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