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Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

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Updated: Jun 16, 2026

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing

Published on: February 7, 2025

The Log Handwriting Program improved children's writing legibility: a pretest-posttest study.

Nadine Mackay¹, Annie McCluskey, Rachel Mayes

¹Faculty of Health Sciences, The University of Sydney, Sydney, New South Wales, Australia. mackay.nadine@hotmail.com

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association

|February 6, 2010

Summary

The Log Handwriting Program, an 8-week intervention, effectively improved handwriting skills in primary school children. This task-specific training enhanced legibility, form, alignment, size, and spacing.

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Digital Handwriting Analysis of Characters in Chinese Patients with Mild Cognitive Impairment

Digital Handwriting Analysis of Characters in Chinese Patients with Mild Cognitive Impairment

Published on: March 11, 2021

Area of Science:

Occupational Therapy
Developmental Psychology
Educational Interventions

Background:

Handwriting is a fundamental skill for academic success.
Difficulties in handwriting can impact a child's learning and self-esteem.
Task-specific practice is a recognized approach for skill development.

Purpose of the Study:

To assess the feasibility of the Log Handwriting Program.
To evaluate the effectiveness of an 8-week handwriting intervention.
To measure changes in handwriting components among primary school students.

Main Methods:

A pretest-posttest design was employed with 16 Australian first- and second-grade students.
Participants engaged in weekly 45-minute group handwriting training sessions over 8 weeks.
The Minnesota Handwriting Assessment was used to measure legibility, form, alignment, size, spacing, and speed.

Main Results:

Significant improvements were observed across all six handwriting assessment subscales.
Mean improvements included: legibility (4.1 points), form (5.3 points), alignment (7.8 points), size (7.9 points), and spacing (5.3 points).
Handwriting speed showed a decrease of 3.9 points.

Conclusions:

The 8-week Log Handwriting Program is a feasible intervention for primary school settings.
The program demonstrated significant positive outcomes in improving children's handwriting.
Preliminary evidence supports the use of this program for enhancing handwriting skills.