The effects of differently lined paper on letter production quality in first grade students




Reidlinger, Whitney

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Objective: The purpose of this study was to examine handwriting production of first grade students using differently lined paper.

Method: Two groups of first grade students were assessed with the Minnesota Handwriting Assessment (MHA). The first group printed on a four-lined writing grid. The second group printed on double lined paper.

Results: There was no statistical difference noted between the two groups on the writing performance on the following categories of the MHA; legibility, form, alignment, and space. However, there was a statistical difference noted between the two groups on the MHA category for size, (t = −4.629 p < .001).

Conclusions: The results suggest that lines on writing paper matter in the area of letter size, but not for letter legibility, form, alignment, and spacing. First grade students may benefit from writing paper that has both a top and a bottom guideline for ensuring proper letter size when printing.



Health and environmental sciences, Education, Elementary education, Minnesota Handwriting Assessment (MHA), Handwriting production