A Retrospective Study of Handwriting Skills of Kindergarten Students

Danielle Benter; Dawn Fields; Catherine Nichols

A Retrospective Study of Handwriting Skills of Kindergarten Students

Danielle Benter, Dawn Fields, Catherine Nichols

Grand Valley State University

Research output: Contribution to journal › Article › peer-review

Abstract

OBJECTIVE: The purpose of this study was to guide teachers and occupational therapist in recognizing handwriting needs in order to provide appropriate early intervention support for handwriting.

METHOD: 218 kindergarten students in a public school district were screened for handwriting ability using the Handwriting Without Tears and the Public School’s copy screeners. Students were assessed three times during the 2014 to 2015 school year on letter memory, line placement, letter orientation, copy legibility, and copy placement skills.

RESULTS: The results indicated that winter scores were a better predictor of spring scores. Significant effects in four out of five variables were found when utilizing repeated measures of retrospective data.

CONCLUSION: Winter scores were shown to be significant in determining handwriting outcomes measured in the spring. The Handwriting Without Tears’ screener and the Public School’s screener are appropriate tools for school-based occupational therapists to use to identify intervention needs.

Original language	American English
Journal	Pediatrics
State	Published - Nov 15 2016
Externally published	Yes

Keywords

handwriting
kindergarten
assessment
internventions R+I
Handwriting Without Tears screener
handwriting difficulties

Disciplines

Occupational Therapy
Pediatrics

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A Retrospective Study of Handwriting Skills of Kindergarten StudeFinal published version, 346 KBLicense: Unspecified

Cite this

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title = "A Retrospective Study of Handwriting Skills of Kindergarten Students",

abstract = " OBJECTIVE: The purpose of this study was to guide teachers and occupational therapist in recognizing handwriting needs in order to provide appropriate early intervention support for handwriting. METHOD: 218 kindergarten students in a public school district were screened for handwriting ability using the Handwriting Without Tears and the Public School{\textquoteright}s copy screeners. Students were assessed three times during the 2014 to 2015 school year on letter memory, line placement, letter orientation, copy legibility, and copy placement skills. RESULTS: The results indicated that winter scores were a better predictor of spring scores. Significant effects in four out of five variables were found when utilizing repeated measures of retrospective data. CONCLUSION: Winter scores were shown to be significant in determining handwriting outcomes measured in the spring. The Handwriting Without Tears{\textquoteright} screener and the Public School{\textquoteright}s screener are appropriate tools for school-based occupational therapists to use to identify intervention needs.",

keywords = "handwriting, kindergarten, assessment, internventions R+I, Handwriting Without Tears screener, handwriting difficulties",

author = "Danielle Benter and Dawn Fields and Catherine Nichols",

year = "2016",

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language = "American English",

journal = "Pediatrics",

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T1 - A Retrospective Study of Handwriting Skills of Kindergarten Students

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AU - Fields, Dawn

AU - Nichols, Catherine

PY - 2016/11/15

Y1 - 2016/11/15

N2 - OBJECTIVE: The purpose of this study was to guide teachers and occupational therapist in recognizing handwriting needs in order to provide appropriate early intervention support for handwriting. METHOD: 218 kindergarten students in a public school district were screened for handwriting ability using the Handwriting Without Tears and the Public School’s copy screeners. Students were assessed three times during the 2014 to 2015 school year on letter memory, line placement, letter orientation, copy legibility, and copy placement skills. RESULTS: The results indicated that winter scores were a better predictor of spring scores. Significant effects in four out of five variables were found when utilizing repeated measures of retrospective data. CONCLUSION: Winter scores were shown to be significant in determining handwriting outcomes measured in the spring. The Handwriting Without Tears’ screener and the Public School’s screener are appropriate tools for school-based occupational therapists to use to identify intervention needs.

AB - OBJECTIVE: The purpose of this study was to guide teachers and occupational therapist in recognizing handwriting needs in order to provide appropriate early intervention support for handwriting. METHOD: 218 kindergarten students in a public school district were screened for handwriting ability using the Handwriting Without Tears and the Public School’s copy screeners. Students were assessed three times during the 2014 to 2015 school year on letter memory, line placement, letter orientation, copy legibility, and copy placement skills. RESULTS: The results indicated that winter scores were a better predictor of spring scores. Significant effects in four out of five variables were found when utilizing repeated measures of retrospective data. CONCLUSION: Winter scores were shown to be significant in determining handwriting outcomes measured in the spring. The Handwriting Without Tears’ screener and the Public School’s screener are appropriate tools for school-based occupational therapists to use to identify intervention needs.

KW - handwriting

KW - kindergarten

KW - assessment

KW - internventions R+I

KW - Handwriting Without Tears screener

KW - handwriting difficulties

UR - https://scholarworks.gvsu.edu/ot_pediatrics/6

M3 - Article

JO - Pediatrics

JF - Pediatrics

ER -

A Retrospective Study of Handwriting Skills of Kindergarten Students

Abstract

Keywords

Disciplines

Access to Document

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