Your Therapy Source Magazine for Pediatric Therapists October 2016 | Page 9
conditions, teaching handwriting resulted in statistically greater legibility and
fluency. Motor instruction did not produce better handwriting skills but individualizing
handwriting instruction resulted in statistically significant improvements in legibility.
Handwriting instruction produced statistically significant gains in the quality, length, and fluency
of students’ writing (Santangelo, 2016).
There are many more research articles that can be cited through the years on the importance of
handwriting instruction. So we know students benefit from handwriting instruction and practice,
BUT school districts do not seem to make time for it anymore. Most school based occupational
therapists deal with handwriting interventions on a daily basis. Your Therapy Source has several
handwriting resources that are available via electronic delivery to help with handwriting
instruction and practice.
The most recent handwriting intervention offered at Your Therapy Source was created by Thia
Triggs, OTR. She has put together an amazing handwriting bundle package. This Handwriting
Without Tears© -style letter font, uses 3-lines to best support your students. There are Go-Dots,
Gray-Boxes, and Simple Arrows that inform rather than confuse learners. You will get 8 of the
best handwriting instruction downloads from Print Path for your multi-leveled interventions! It
is almost 500 pages! GET MORE INFORMATION.
Reference: Monica M. P. Hoy, Mary Y. Egan, and Katya P. Feder. A Systematic Review of
Interventions to Improve Handwriting. Canadian Journal of Occupational Therapy February
2011 78: 13-25, doi:10.2182/cjot.2011.78.1.3
Kevin E. Wells , PhD, Tracey N. Sulak , PhD, Terrill F. Saxon , PhD & Leanne L. Howell , PhD.
Traditional versus iPad-mediated handwriting instruction in early learners. Journal of
Occupational Therapy, Schools, & Early InterventionVolume 9, 2016 – Issue 2
Santangelo, T. & Graham, S. A Comprehensive Meta-analysis of Handwriting Instruction. Educ
Psychol Rev (2016) 28: 225. doi:10.1007/s10648-015-9335-1
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