Related Experiment Video
Updated: Aug 19, 2026
Handwriting Analysis Indicates Spontaneous Dyskinesias in Neuroleptic Naïve Adolescents at High Risk for Psychosis
Published on: November 21, 2013
Handwriting performance in preterm children compared with term peers at age 6 to 7 years
Katya P Feder1, Annette Majnemer, Daniel Bourbonnais
1Rehabilitation Science, School of Physical and Occupational Therapy, McGill University, Montreal, Quebec, Canada. kfeder@cyberus.ca
Insights
Children born preterm often face developmental challenges. This study found preterm children exhibit poorer handwriting legibility and slower speeds compared to their term-born peers.
Area of Science:
- Developmental Pediatrics
- Neuroscience
- Occupational Therapy
Background:
- Preterm infants face increased risks for developmental impairments.
- The specific impact of preterm birth on essential school-age skills like handwriting remains under-investigated.
Purpose of the Study:
- To investigate handwriting performance in school-aged children born preterm.
- To identify factors influencing handwriting legibility and speed in this population.
Main Methods:
- Forty-eight preterm children (birthweight < 1250g, gestational age < 34wks) were matched with 69 term-born controls.
- Handwriting was assessed using the Evaluation Tool of Children's Handwriting-Manuscript.
- Sensorimotor skills and behavioral difficulties (hyperactivity, attention) were also evaluated.
Main Results:
- Preterm children showed significantly lower handwriting legibility and slower speeds (p < 0.01).
- Legibility correlated with visual perception and eye-hand coordination.
- Handwriting speed was linked to in-hand manipulation, finger identification, and behavioral factors.
Conclusions:
- Preterm birth is associated with deficits in handwriting legibility and speed.
- Visual perception, eye-hand coordination, and behavioral issues are key influencing factors.
- Findings support early identification and targeted interventions for preterm children's handwriting difficulties.
Abstract:
Preterm infants are at high risk for developmental impairments at school age. However, the impact of these impairments on important life skills, such as handwriting, is unknown. Forty-eight first-grade children (27 males, 21 females; mean age 6y 7mo, SD 3.9mo; range 6y 1mo to 7y 3mo) born preterm (birthweight < 1250g; gestational age < 34wks), without major physical or cognitive disabilities, were matched to 69 healthy, term control children (32 males, 37 females; mean age 6y 10mo, SD 3.6mo; range 6y 3mo to 7y 4mo) by sex and school class. All children were assessed using the Evaluation Tool of Children's Handwriting-Manuscript and several sensorimotor measures. Preterm children demonstrated significantly lower legibility and slower speed scores (p < 0.01) compared with control children for most of the handwriting tasks. Factors associated with legibility were visual perception and eye-hand coordination (r < 0.50; p < 0.05) and sex (r < 0.12; p = 0.01). In-hand manipulation and finger identification (r < 0.43; p < 0.01) were significantly correlated with slow handwriting speeds. Behaviour difficulties associated with hyperactivity and poor attention (Connors Abbreviated Symptoms Questionnaire) had a confounding influence on both legibility and speed. These findings may help guide early identification efforts and medical/therapeutic interventions for preterm children.
