Effectiveness of the Size Matters Handwriting Program

Abstract

The purpose of the research was to study changes in handwriting legibility among kindergarten, first- and second-grade students in response to the Size Matters curricular-based handwriting program. A two-group pre-post-test design was implemented at two public schools with half of the classrooms assigned to receive the Size Matters program and the other continuing to receive standard instruction. All participants completed two standardized handwriting measures at pre-test and after 40 instructional sessions were completed with the classes receiving the handwriting program. Results identified significant changes in legibility in the handwriting intervention group for all three grades when compared with the standard instruction group. The results of this study support the use of a curricular-embedded handwriting program and provide the foundation for future research examining the impact of handwriting legibility on learning outcomes.

A systematic review of occupational therapy intervention for handwriting skills in 4–6 year old children

“…Handwriting skills are the result of a multiplex integration of sensorimotor, cognitive, perceptual, visual and sensory systems that work together to accomplish a successful writing task (Hoy, Egan, & Feder, ; Lust & Donica, ; Mackay, McCluskey, & Mayes, ; Pfeiffer, Rai, Murray, & Brusilovskiy, ; Van Drempt, McCluskey, & Lannin, ). Early developmental stages in both preschool‐age and elementary school‐age children build the foundation for higher order processes required later in life, especially when students need to make longer sentences and produce complex compositions (Bazyk et al, ; Engel‐Yeger, Nagauker‐Yanuv, & Rosenblum, ; Lust & Donica, ; Ohl et al, ; Pfeiffer et al, ; Thompson, Mclaughlin, Derby, & Conley, ; Van Hartingsveldt, Groot, Aarts, & Nijhuis‐Van Der Sanden, ).…”

“…Handwriting skills play a significant role in all stages of an individual's life (Carlson, Mclaughlin, Derby, & Blecher, ; Lust & Donica, ; Pfeiffer et al, ; Thompson et al, ). Despite the developments in science and technology, writing remains the primary mode of communication and command, both for general tasks and for finer details such as filling in forms (Engel‐Yeger et al, ; Hoy et al, ; Pfeiffer et al, ; Thompson et al, ; Van Drempt et al, ).…”

“…For students, writing is an essential basic skill, since children spend most of their time at school with activities involving writing (Hoy et al, ; Lust & Donica, ; Mackay et al, ; Pfeiffer et al, ; Thompson et al, ). Difficulties in producing legible handwriting might result in lower self‐esteem and an inaccurate perception of personal abilities, especially when negative feedback is received.…”

“…Indeed, factors such as being given lower marks due to illegible handwriting or increased time required to complete a task due to slow writing speed might result in diminished academic accomplishment (Hoy et al, ; Van Hartingsveldt et al, ). Early intervention is therefore vital for the development of proper writing skills, including writing speed and legibility, as handwriting difficulties require appropriate interventions (Pfeiffer et al, ).…”

“…Difficulty in, or related to, handwriting is one of the most common reasons for referral to occupational therapy among school‐aged children (Donica, ; Lust & Donica, ; Mackay et al, ; Ohl et al, ; Pfeiffer et al, ; Taras, Brennan, Gilbert, & Eck Reed, ; Van Hartingsveldt et al, ). Previous research shows that between 10% and 20% of primary school students experience difficulties in handwriting, with boys representing 66%–88% (Karlsdottir & Stefansson, ).…”