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This study investigated the effectiveness of a handwriting program that was implemented in a school setting with 1st graders. The Write Start Program involves teachers and occupational therapists working together implement activity-based handwriting instruction.
Purpose: To examine the Write Start program with standard handwriting and writing instruction.
Methods: A nonrandomized trail comparing four classrooms that received the Write Start program with four classrooms receiving standard handwriting instruction. In a 6-month follow-up, the Write Start group handwriting fluency was higher than the control group's fluency.
Results: The handwriting legibility and speed of the students who participated in the Write Start program were no different than the control group immediately after the intervention, but scored better 6-months after the intervention. The students with decreased legibility who participated in the Write Start program made significant improvements.
Conclusions: The Write Start Program may benefit students with writing problems as well as those at risk for handwriting problems.
Case-Smith, J., Weaver, L., & Holland, T. (2014). Effects of a classroom-embedded occupational therapist–teacher
handwriting program for first-grade students. American Journal of Occupational Therapy, 68, 690–698. http://dx.
doi.org/10.5014/ajot.2014.011585
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