Ergonomic factors influencing handwriting performance

Abstract

Objectives: Handwriting is one of the first things children are taught at school and need to perform in an efficient manner throughout life. Various studies have indicated that handwriting skills are related to many different variables including ergonomic factors. The purpose of this study was to investigate the differences between children with good and poor handwriting on ergonomic factors that underlie handwriting (e.g. body and paper positioning, pencil-grip and pressure) and to examine the relationship between the handwriting legibility and speed and these ergonomic factors. Study Design: The study included 209 students in Grades 2 and 3 in Israel. The students were identified as good (N = 116) and as poor handwriters (N = 103) by their teachers. The Hebrew Handwriting Evaluation (HHE) was used to collect data on handwriting quality and speed as well as on ergonomic factors. A Chi square procedure was used to compare the differences between the handwriting groups. Discriminant analysis determined the percent of correct discrimination of subjects with poor or good handwriting based on the ergonomic factors. Finally, Spearman correlation coefficients were employed between the ergonomic variables and speed and quality of handwriting. Results: The results indicated that children with poor handwriting had inferior pencil, paper and body positioning, stabilization of paper and consistency of pressure, compared to children with good handwriting. Conclusions: The implications of the results in general, and specifically for clinical practice are discussed. Finally, further research related to this topic is suggested.

Relationships Among Biomechanical Ergonomic Factors, Handwriting Product Quality, Handwriting Efficiency, and Computerized Handwriting Process Measures in Children With and Without Handwriting Difficulties

“…Functionally effective work performance is that which produces a quality product through an efficient process (Eklund, 1997). With respect to children, academic school activities can be considered as a major domain of their occupational work performance (Parush, Levanon-Erez, & Weintraub, 1998). This concept has largely been overlooked in the past (Larsen, 2004), yet it has found support in the discovery by various researchers that early elementary schoolchildren clearly described the school tasks they do as work and not play (Cunningham & Weigel, 1992;King, 1982;Wing, 1995).…”

“…Most are based on analyzing the quality or legibility of the handwritten product, however, a number of assessments have attempted to examine the overall efficiency of performance by measuring handwriting speed as well (e.g., Hamstra-Beltz & Blote, 1993;Kaminsky & Powers, 1981;Maeland & Karlsdottir, 1991;Rubin & Henderson, 1982;Sovik, Arntzen, & Thygsen, 1987). (For a comprehensive review of handwriting assessments see However, because handwriting is an important component of the child's "work" at school, consideration of ergonomic factors that contribute to handwriting efficiency and productivity would also seem appropriate (Parush et al, 1998).…”

“…Ergonomic factors are those that relate to design of tools, machines, systems, tasks, jobs, and environments for safe, comfortable, and effective human use (Chapanis, 1991). In fact, clinicians and researchers have noted that biomechanical ergonomic factors related to body position and pencil use are characteristic of nonproficient handwriters (Parush et al, 1998). Furthermore, these factors can be easily observed by teachers in the classroom or by clinicians in the therapy setting.…”

Standardized tests of handwriting readiness: a systematic review of the literature

“…Next to occupation, at the level of activities and tasks, an assessment of writing readiness should contain an observation of ergonomic factors, such as body position and pencil grip. Parush et al 26 noted that children who had poor handwriting had an inferior pencil grip paper and body positioning compared with children with good handwriting. Rosenblum et al 27 described a high correlation between body position and the fluency of handwriting.…”

Terminology used in research reports of developmental coordination disorder

“…19 At the opposite end of the spectrum, some studies include children classified as presenting with handwriting problems who are not systematically assessed for other possible motor difficulties. 20 Inclusion of more comprehensive motor testing may result in a better understanding of the problems related to poor handwriting. This suggests a need for consensus regarding reliable and valid means of assessment that ensure all diagnostic criteria for DCD have been met.…”