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Development of handwriting in primary school: a longitudinal study.
1Department of Psychology, Leiden University, The Netherlands.
Perceptual and Motor Skills
|June 1, 1990
Summary
This study tracked 127 primary students' handwriting development over several years. Key findings reveal evolving motor skills, a shift in form aspects, and the emergence of personal writing styles, correlating with writing speed and grade level.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Motor Skill Development
Background:
- Handwriting is a crucial skill developed during primary school.
- Understanding the developmental trajectory of handwriting is essential for educational interventions.
- Previous research has explored various aspects of handwriting but longitudinal studies on its multifaceted development are limited.
Purpose of the Study:
- To longitudinally investigate the developmental changes in children's handwriting.
- To analyze the evolution of specific handwriting characteristics and writing speed over time.
- To identify factors influencing handwriting development in primary school children.
Main Methods:
- Longitudinal study of 127 primary school pupils from Grade 2 for 3-5 years.
- Utilized the BHK scale to rate 13 handwriting characteristics and measure writing speed.
- Employed Correspondence Analysis to analyze shifts in characteristic frequencies over time.
Main Results:
- A significant time dimension was identified, reflecting developmental changes.
- Children demonstrated increasing motor ability and a developing personal writing style.
- A decline in initial form aspects was observed, alongside a strong correlation between writing speed and grade level.
Conclusions:
- Handwriting development is a dynamic process involving motor skills, form refinement, and personal style.
- Writing speed is a key indicator of handwriting development and academic progression.
- The findings provide insights into the complex interplay of factors shaping children's handwriting.