title: Effect of a coteaching handwriting program for first graders: one-group pretest-posttest design.
abstract: We examined the effects of a cotaught handwriting and writing program on first-grade students grouped by low, average, and high baseline legibility. The program's aim was to increase legibility, handwriting speed, writing fluency, and written expression in students with diverse learning needs. Thirty-six first-grade students in two classrooms participated in a 12-wk handwriting and writing program cotaught by teachers and an occupational therapist. Students were assessed at pretest, posttest, and 6-mo follow-up using the Evaluation Tool of Children's Handwriting-Manuscript (ETCH-M) and the Woodcock-Johnson Writing Fluency and Writing Samples tests. Students made large gains in ETCH-M legibility (η² = .74), speed (η²s = .52-.65), Writing Fluency (η² = .58), and Writing Samples (η² = .59). Students with initially low legibility improved most in legibility; progress on the other tests was similar across low-, average-, and high-performing groups. This program appeared to benefit first-grade students with diverse learning needs and to increase handwriting legibility and speed and writing fluency.
authors: Division of Occupational Therapy, Ohio State University, 406 Atwell Hall, 453 West 10th Avenue, Columbus, OH 43210, USA. jane.case-smith@osumc.edu
authors: Jane
authors: J
authors: Case-Smith
authors: Terri
authors: T
authors: Holland
authors: Alison
authors: A
authors: Lane
authors: Susan
authors: S
authors: White
mesh_terms: D002648:Child; D005178:Faculty; D005260:Female; D006236:Handwriting; D006282:Health Personnel; D006801:Humans; D008297:Male; D017145:Models, Educational; D009788:Occupational Therapy; D015397:Program Evaluation; D013334:Students; D014956:Writing