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A longitudinal study on dysgraphic handwriting in primary school

L Hamstra-Bletz1, A W Blöte

  • 1University of Utrecht, The Netherlands.

Journal of Learning Disabilities
|December 1, 1993
PubMed
Summary

Children with dysgraphic handwriting showed poorer fine-motor skills and less stylistic preference. These findings highlight key areas for handwriting instruction interventions in primary schools.

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Area of Science:

  • Developmental Psychology
  • Educational Psychology
  • Epidemiology

Background:

  • Handwriting is a crucial skill for primary school children.
  • Identifying factors contributing to dysgraphic handwriting is important for early intervention.
  • Previous research has explored various aspects of handwriting development.

Purpose of the Study:

  • To investigate the characteristics associated with dysgraphic handwriting in primary school children.
  • To identify developmental trajectories of handwriting skills over five years.
  • To explore the relationship between fine-motor ability, structural performance, stylistic preference, and dysgraphia.

Main Methods:

  • An epidemiological study followed 121 Dutch primary school children for 5 years, starting in Grade 2.
  • Handwriting scripts were evaluated annually using the BHK scale, assessing 13 characteristics and writing speed.
  • Principal component analysis was applied to identify underlying factors in handwriting performance.

Main Results:

  • Dysgraphic handwriting (top 10% on BHK quality) was associated with lower fine-motor ability.
  • Children with dysgraphia showed poorer structural performance and less stylistic preference in higher grades.
  • No significant differences in writing speed were found between children with and without dysgraphic handwriting.

Conclusions:

  • Fine-motor ability and stylistic preference are key factors differentiating dysgraphic from typical handwriting.
  • The findings suggest specific areas for targeted handwriting instruction.
  • Early identification and intervention focusing on motor skills and style may benefit children at risk for dysgraphia.

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