Does handwriting instruction have a place in the instructional day? The relationship between handwriting quality and academic success

Date

2017-10-03

Authors

McCarroll, Hope
Fletcher, Tina

Journal Title

Journal ISSN

Volume Title

Publisher

Taylor & Francis

Abstract

Handwriting is a foundational skill needed by students to demonstrate competency in reading, writing, and math. Occupational therapists who work in schools are tasked with providing remedial services for students who demonstrate deficits in underlying handwriting mechanics, as opposed to deficits in following

handwriting conventions. Despite this, therapists frequently find the referred stu- dent has none of the expected mechanical constraints, but instead lacks knowledge

of letter, number, and punctuation mark formation. This is often an outcome of not being exposed to explicit handwriting instruction. As a result, the researchers sought to determine whether a relationship exists between academic success in reading, writing, and math and the quality of handwriting by comparing standards-based report card grades in reading, writing, and math to scores from the Handwriting Without Tears Screener of Handwriting Proficiency. Results indicated a significant positive correlation exists between academic success in writing and reading and quality of handwriting. The implications of this research suggest there is a further need to explore whether instructional time should be allocated for handwriting instruction in the classroom, potentially contributing to increased academic success for students.

Description

Keywords

Academic success, Classroom instruction, Handwriting, Instructional time, Occupational therapy

Citation

This is the published version of an article that is available at https://doi.org/10.1080/13607863.2016.1141284. Recommended citation: McCarroll, H., & Fletcher, T. (2017). Does handwriting instruction have a place in the instructional day? The relationship between handwriting quality and academic success. Cogent Education, 4(1), 1–10. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.