Shimel Kristin, Candler Catherine, Neville-Smith Marsha
Blue Springs School District, Blue Springs, MO, USA.
Phys Occup Ther Pediatr. 2009;29(2):170-81. doi: 10.1080/01942630902784738.
The purpose of this study was to compare the effects of cursive handwriting programs in improving letter legibility and form in third-grade students without identified handwriting problems. Four months into the school year, cursive handwriting was assessed for a sample of convenience of 50 third-grade students. Subsequently, students received instruction for 10-15 minutes daily for 6 weeks using either Handwriting without Tears, Loops and Other Groups programs, or, as a control condition, continued instruction in the Zaner-Bloser program. Student handwriting for all programs improved from pretest to posttest. Posttest comparisons indicated no significant differences between programs. The results suggest that the method of handwriting instruction has a limited short-term impact on cursive letter legibility and form for children without handwriting problems.
本研究的目的是比较草书书写课程对三年级无书写问题学生在提高字母清晰度和书写形式方面的效果。在学年开始四个月后，对50名三年级学生的一个便利样本进行了草书书写评估。随后，学生们每天接受10 - 15分钟的教学，为期6周，使用“无泪书写”、“连笔与其他组”课程，或者作为对照条件，继续使用赞纳-布洛泽课程进行教学。所有课程的学生书写从预测试到后测试都有进步。后测试比较表明各课程之间没有显著差异。结果表明，对于没有书写问题的儿童，书写教学方法对草书字母清晰度和书写形式的短期影响有限。
