Effects of a classroom-embedded occupational therapist-teacher handwriting program for first-grade students

Abstract

This study examined the effectiveness of Write Start, a handwriting and writing program cotaught by teachers and occupational therapists for first-grade children. Four classrooms (n = 80) received the Write Start program, and four (n = 58) received standard handwriting and writing instruction. Two teachers and an occupational therapist implemented the 24-session manualized program, which included station teaching and individualized supports. The program emphasized practice in small groups in which the coteaching team provided students with frequent feedback, encouraged self-evaluation, and facilitated peer modeling and peer evaluation. Students who completed the Write Start program improved more in handwriting legibility and speed than the group receiving standard instruction. Writing fluency and written composition were no different between groups at posttest; however, writing fluency was significantly higher for Write Start students at 6-mo follow-up. Write Start students with low legibility at baseline made significant improvements, suggesting that the program may benefit students at risk for handwriting and writing problems.

Figure 1.

Mean ETCH–M lowercase legibility scores for the Write Start students, grouped by initial legibility ranking. Note. Scores are represented as percentage of legible letters; 95% confidence intervals are of estimated marginal means. ETCH–M = Evaluation Tool of Children’s Handwriting–Manuscript.

Figure 2.

Mean ETCH–M lowercase speed scores for the Write Start students, grouped by initial legibility ranking. Note. Time is represented in seconds; 95% confidence intervals are of estimated marginal means. ETCH–M = Evaluation Tool of Children’s Handwriting–Manuscript.