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A Geometric-Based Handwriting Intervention (GBHI) for Chinese Handwriting: Development, Feasibility, and Pilot
Tsu-Hsin Howe1, Jia Le Pong2,3, Zhi-Chi Weng2,4
1Department of Occupational Therapy, Steinhardt School of Cultural, Education, and Human Development, New York University, New York, NY, USA.
Hong Kong Journal of Occupational Therapy : HKJOT
|October 3, 2025
Summary
A new Geometric-Based Handwriting Intervention (GBHI) program improved Chinese handwriting legibility in elementary students. The program, based on psycho-geometric principles, proved feasible and effective in a pilot study.
Area of Science:
- Educational Psychology
- Developmental Psychology
- Motor Learning
Background:
- Legible handwriting is vital for academic achievement in elementary education.
- Limited research exists on handwriting interventions for logographic languages like Chinese.
- Chinese character writing presents unique challenges due to its complex structure.
Purpose of the Study:
- To develop a Geometric-Based Handwriting Intervention (GBHI) program for enhancing Chinese handwriting.
- To assess the feasibility and preliminary outcomes of the GBHI program in elementary students.
Main Methods:
- The GBHI program integrated psycho-geometric, developmental, and motor learning theories.
- A two-phase feasibility study involved typically developing elementary students.
- Handwriting legibility was measured using standardized assessments like CHEF and CHLAC.
Main Results:
- Phase 1 showed high participant satisfaction (4.40/5) with the intervention module.
- Phase 2 demonstrated significant improvements in handwriting performance post-intervention.
- The 4-module program was successfully delivered, indicating feasibility.
Conclusions:
- The GBHI program offers a novel approach to teaching Chinese character writing.
- The study supports the feasibility of implementing the GBHI program for improving handwriting skills.
- This research contributes valuable insights into handwriting interventions for logographic languages.
