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The present study examined if orthographic, finger function, and visual-motor processes as well as gender made a unique and significant contribution to the prediction of the handwriting status of fifth grade students classified as good or poor handwriters. Visual-motor integration and finger functioning made a unique and significant contribution to the prediction of handwriting status, whereas gender and orthographic processes did not. Furthermore, knowledge of children's gender, finger functioning, and visual-motor status resulted in the correct classification of 77% of the participating students as good or poor handwriters.

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key words: treatment effectiveness, higher-level functions, handwriting AbstrActThe effects of two handwriting intervention programs for students with handwriting difficulties were compared. Students in grades 2 to 4 were randomly assigned to a sensorimotor intervention (n = 19), a task-oriented intervention (n = 19), or a nontreatment control group (n = 17). Both intervention programs also included "higher-level" functions (e.g., cognitive or executive functions). Handwriting speed and legibility were measured before, immediately after (Stage 1), and 4 months after (Stage 2) intervention. At Stage 1, statistically significant gains in handwriting performance were noted in both intervention groups, but not in the control group. Additionally, the task-oriented group scored significantly higher than the control group in overall legibility. At Stage 2, statistically significant gains were noted in both intervention groups. Thus, although neither program was found to have an advantage in terms of its unique components, it appears that students with handwriting difficulties may benefit from intervention programs that include instruction in "higher-level" strategies to support and enhance their handwriting performance.