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Updated: Apr 20, 2026
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A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
Published on: February 7, 2025
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Effects of a classroom-embedded occupational therapist-teacher handwriting program for first-grade students
Jane Case-Smith1, Lindy Weaver2, Terri Holland3
1Jane Case-Smith, EdD, OT/L, FAOTA, was Professor and Director, Occupational Therapy Division, The Ohio State University, Columbus, at the time of the study.
Summary
The Write Start program improved handwriting legibility and speed in first graders. This handwriting intervention also showed long-term benefits for writing fluency, particularly for at-risk students.
Area of Science:
- Educational Psychology
- Occupational Therapy
- Pediatric Writing Development
Background:
- Handwriting and writing skills are foundational for academic success in early elementary education.
- Interdisciplinary approaches, such as coteaching by teachers and occupational therapists, may offer unique benefits for skill development.
- Identifying effective interventions for students struggling with handwriting and writing is crucial for preventing academic difficulties.
Purpose of the Study:
- To evaluate the effectiveness of the Write Start program, a collaborative handwriting and writing intervention for first-grade students.
- To compare the outcomes of the Write Start program with standard handwriting and writing instruction.
- To explore the program's impact on handwriting legibility, speed, writing fluency, and written composition.
Main Methods:
- A quasi-experimental design involving 80 students in four classrooms receiving the Write Start program and 58 students in four control classrooms receiving standard instruction.
- The Write Start program was a 24-session manualized intervention delivered by a coteaching team of teachers and occupational therapists.
- Intervention components included station teaching, individualized supports, small group practice, frequent feedback, self-evaluation, and peer modeling.
Main Results:
- Students participating in the Write Start program demonstrated significantly greater improvements in handwriting legibility and speed compared to the control group.
- No significant differences in writing fluency or written composition were observed at posttest; however, writing fluency was higher for Write Start students at 6-month follow-up.
- Write Start students with initial low handwriting legibility showed substantial improvements, indicating potential benefits for at-risk learners.
Conclusions:
- The Write Start program is effective in enhancing handwriting legibility and speed among first-grade students.
- The intervention shows promise for improving writing fluency over time, particularly for students identified as at risk for handwriting and writing challenges.
- Coteaching models involving occupational therapists and teachers can be a valuable approach for supporting foundational literacy skills.
