Comparison of Cursive Handwriting Instruction Programs among Students without Identified Problems

Autor/inn/en	Shimel, Kristin; Candler, Catherine; Neville-Smith, Marsha
Titel	Comparison of Cursive Handwriting Instruction Programs among Students without Identified Problems
Quelle	In: Physical & Occupational Therapy in Pediatrics, 29 (2009) 2, S.170-181 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0194-2638
DOI	10.1080/01942630902784738
Schlagwörter	Handwriting; Comparative Analysis; Grade 3; Program Effectiveness; Control Groups; Pretests Posttests; Writing Instruction; Writing Improvement; Measures (Individuals); Statistical Analysis; Occupational Therapy + Suchen Sie Ihr Suchwort? Handschrift; School year 03; 3. Schuljahr; Schuljahr 03; Schreibunterricht; Messdaten; Statistische Analyse; Beschäftigungstherapie
Abstract	The purpose of this study was to compare the effects of cursive handwriting programs in improving letter legibility and form in third-grade students without identified handwriting problems. Four months into the school year, cursive handwriting was assessed for a sample of convenience of 50 third-grade students. Subsequently, students received instruction for 10-15 minutes daily for 6 weeks using either Handwriting without Tears, Loops and Other Groups programs, or, as a control condition, continued instruction in the Zaner-Bloser program. Student handwriting for all programs improved from pretest to posttest. Posttest comparisons indicated no significant differences between programs. The results suggest that the method of handwriting instruction has a limited short-term impact on cursive letter legibility and form for children without handwriting problems. (Contains 1 figure and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10