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Curriculum-Based Handwriting Programs: A Systematic Review With Effect Sizes.

Courtney Engel1, Kristin Lillie2, Sarah Zurawski3

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Summary
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Curriculum-based handwriting interventions show small- to medium improvements in legibility for young children. Further research is needed to confirm effects on speed and fluency.

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Area of Science:

  • Occupational therapy
  • Pediatric education
  • Handwriting analysis

Background:

  • Handwriting difficulties negatively impact academic performance in early grades.
  • Occupational therapy practitioners frequently address these challenges in school settings.
  • Curriculum-based interventions are a common approach for improving handwriting skills.

Purpose of the Study:

  • To systematically review the efficacy of curriculum-based interventions for handwriting difficulties in preschool to second-grade children.
  • To evaluate the impact of these interventions on handwriting legibility, speed, and fluency.

Main Methods:

  • Systematic review of 13 studies (11 Level II, 2 Level III) identified through a comprehensive database search.
  • Computation of effect sizes for various handwriting outcomes.
  • Analysis focused on interventions implemented in classroom settings.

Main Results:

  • Curriculum-based handwriting interventions demonstrated small- to medium effect sizes for improving handwriting legibility.
  • Evidence regarding the impact on handwriting speed was mixed.
  • Insufficient evidence was found to support improvements in handwriting fluency.

Conclusions:

  • Curriculum-based interventions show promise for enhancing handwriting legibility in young students.
  • Higher levels of evidence (Level I research) are required to definitively validate the efficacy of these curricula.
  • No specific handwriting program was found to be superior to others based on the reviewed evidence.