After one year of writing tuition, the visuomotor integration subtest (and to a lesser extent the motor coordination subtest) but not the visual perception subtest significant relates to quality of children's handwriting as measured with the Concise Assessment Scale for Children's Handwriting. However, the relatively little variance explained also points to other abilities and/or task constraints that underlie quality of handwriting.

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No abstract

We examined the effects of number of and separation between support lines on handwriting characteristics of primary school students with satisfactory and unsatisfactory handwriting. Students (mean age 7.9 years) copied a text on paper with a baseline and with two or four support lines with a separation of 3 or 4 mm between the central lines. Handwriting size, velocity, and smoothness were determined for the four conditions relative to baseline. Children with unsatisfactory handwriting wrote larger and had more lifts during baseline condition. Writing between support lines, especially with small separation, immediately reduced the size of handwriting, but also adversely affected velocity and smoothness. Future research is needed to assess long-term effects.