A Scoping Review of Grasp and Handwriting Performance in School-Age Children

Abstract

Objective: Handwriting is a critical functional skill that impacts academic participation and progress. Occupational therapists address components of grasp in their handwriting intervention as it is commonly assumed that grasp affects legibility, fluency, and endurance, yet research studies examining this relationship are limited.

Method: We used scoping review methodology to map existing research on grasp and handwriting performance in school-age children and to identify gaps in the literature.

Results: Thirteen articles met search criteria and were categorized by grasp patterns and handwriting performance, and grasp force and handwriting performance. Findings suggest an inefficient grasp can lead to decreased handwriting legibility and fatigue. The current literature is inconclusive and several gaps were identified.

Conclusion: Additional studies should address research gaps through inclusion of children with special needs and interventions including lengthier handwriting tasks representative of a typical school day.

Keywords: Grasp; children; grip; handwriting; school-age.