title: An examination of the effectiveness of Handwriting Without Tears instruction.
abstract: BACKGROUND
  Handwriting is an important childhood occupation, and implications of poor handwriting may have significant long-term effects.
  
  
  OBJECTIVE
  The purpose of this study was to determine the effectiveness of Handwriting Without Tears (HWT) on Grade I students' handwriting and perception of skills.
  
  
  METHODS
  A cross-over design was used. Repeated measures, at three points, included the Minnesota Handwriting Assessment (MHA) and performance rating scales.
  
  
  RESULTS
  Eighty-three boys and 66 girls with an average age of 6.2 years participated in the study. Students receiving HWT achieved significantly higher improvements compared to students with teacher-designed instruction in MHA Total Test Score and in MHA components of form, size, space, and alignment (all p < .05). Students had higher average performance ratings when receiving HWT in the first half of the school year.
  
  
  CONCLUSIONS
  Instruction using HWT improves students' perception and skill in handwriting performance.
authors.forename: Gwenyth I
authors.initials: GI
authors.lastname: Roberts
authors.forename: Alanna F
authors.initials: AF
authors.lastname: Derkach-Ferguson
authors.forename: Jodi E
authors.initials: JE
authors.lastname: Siever
authors.forename: M Sarah
authors.initials: MS
authors.lastname: Rose
mesh_terms: D002170:Canada; D002648:Child; D018592:Cross-Over Studies; D004521:Educational Measurement; D005260:Female; D006236:Handwriting; D006801:Humans; D008297:Male; D009048:Motor Skills; D012574:Schools; D013334:Students / Q000523:psychology; D013663:Teaching / Q000379:methods*