Article

This study examined the effectiveness of two approaches used in elementary
schools to improve children's handwriting. Participants were 72 New York City
public school students from the first and second grades.
A nonequivalent
pretest-posttest group design was used in which students engaged in handwriting
activities using two approaches: intensive handwriting practice and
visual-perceptual-motor activities. Handwriting speed, legibility, and
visual-motor skills were examined after a 12-wk Handwriting Club using
multivariate analysis of variance. The results showed that students in the
intensive handwriting practice group demonstrated significant improvements in
handwriting legibility compared with students in the visual-perceptual-motor
activity group. No significant effects in handwriting speed and visual-motor
skills were found between the students in intensive handwriting practice group
and the students in visual-perceptual-motor activities group.
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Langue : ANGLAIS