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Updated: May 26, 2026

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
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Effectiveness of an integrated handwriting program for first-grade students: a pilot study.

Jane Case-Smith1, Terri Holland, Beth Bishop

  • 1Occupational Therapy Division, School of Allied Medical Professions, Ohio State University, Columbus, OH 43210, USA. Jane.case-smith@osumc.edu

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|January 5, 2012
PubMed
Summary

The Write Start program significantly improved handwriting and writing fluency in first-grade students. These gains in legibility and speed were maintained six months later.

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Area of Science:

  • Pediatric occupational therapy
  • Educational psychology
  • Developmental psychology

Background:

  • Handwriting and writing fluency are crucial for academic success in early elementary school.
  • Many first-grade students struggle with developing legible handwriting and adequate writing speed.
  • Early intervention is key to addressing foundational writing skill deficits.

Purpose of the Study:

  • To evaluate the effectiveness of the Write Start program for improving handwriting and writing fluency in first-grade students.
  • To assess the sustainability of improvements made during the program.
  • To pilot a collaborative coteaching model involving occupational therapists and teachers.

Main Methods:

  • A 12-week Write Start program was implemented in one first-grade classroom (19 students).

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  • The program utilized a coteaching model with occupational therapists and teachers in a small-group format.
  • Standardized assessments (Evaluation of Children's Handwriting Test, Minnesota Handwriting Assessment, Woodcock-Johnson Fluency and Writing Samples) were administered at baseline, post-program, and 6-month follow-up.

    • Main Results:

    • Students demonstrated large and statistically significant improvements in handwriting legibility and speed.
    • Significant gains were observed in writing fluency.
    • These improvements were maintained at the 6-month follow-up assessment.

    Conclusions:

    • The Write Start program effectively promotes handwriting legibility, speed, and writing fluency in first-grade students.
    • The collaborative coteaching model appears beneficial for delivering targeted handwriting interventions.
    • The program shows promise and warrants further investigation in controlled trials.