title: Effectiveness of a co-taught handwriting program for first grade students.
abstract: Our study examined the effects of Write Start, a classroom-embedded handwriting/writing program on handwriting and writing fluency for first grade students, co-taught by occupational therapists and teachers. Two first grade classrooms received the Write Start and two received standard handwriting instruction. This co-taught program included specific feedback during handwriting practice, small group activities, student self-evaluation, and peer supports. The students were evaluated on handwriting legibility, fluency, and written expression at baseline, immediately after the program, and 6 months later. When performance was compared between the two groups, the students in the Write Start program improved significantly more in legibility (d = .57) and fluency (d = .75) than students who received standard instruction. Gains in handwriting speed (d = .18), average legibility (d = .26), and written expression (d = .25) did not differ significantly between the two groups. A co-taught, inclusive handwriting/writing program can promote first grade students' achievement of lower case legibility and writing fluency.
authors.affiliation: 1School of Health and Rehabilitation Sciences, The Ohio State University, Columbus, Ohio, USA.
authors.forename: Jane
authors.initials: J
authors.lastname: Case-Smith
authors.forename: Terri
authors.initials: T
authors.lastname: Holland
authors.forename: Susan
authors.initials: S
authors.lastname: White
mesh_terms: D002648:Child; D005260:Female; D006236:Handwriting; D006801:Humans; D008297:Male; D009048:Motor Skills; D009788:Occupational Therapy; D013647:Task Performance and Analysis; D014481:United States