Decision Support Research Team, Alberta Children's Hospital, Alberta Health Services, Acadia Community Health Centre, 132-151 86th Avenue SE, Calgary, Alberta T2H 3A5, Canada.
Am J Occup Ther. 2010 Sep-Oct;64(5):745-55. doi: 10.5014/ajot.2010.08128.
We studied whether Grade 4-6 students who participated in a kinesthetic writing intervention improved in legibility, speed, and personal satisfaction with cursive handwriting.
Small groups of students with handwriting difficulties were seen weekly for 7 wk using a kinesthetic writing system. A repeated measures design was used to evaluate change in global legibility, individual letter formation, specific features of handwriting, and personal satisfaction.
Analysis revealed (1) a significant increase in ratings of global legibility (p <.01; clinically significant improvements in 39% of students); (2) significant improvements in letter formation and legibility features of baseline, closure, and line quality (all p < .05); (3) increased handwriting speed (p < .05; not clinically significant); and (4) significant increase in measures with personal satisfaction of handwriting (p < .01). CONCLUSION. A kinesthetic handwriting intervention may be effective in improving the skills of students with handwriting challenges.
我们研究了参与动感书写干预的 4-6 年级学生是否在草写文字的清晰度、速度和个人满意度方面有所提高。
每周为有书写困难的小团体学生提供 7 周的动感书写系统治疗。使用重复测量设计评估整体清晰度、单个字母书写、书写特征和个人满意度的变化。
分析显示（1）整体清晰度评分显著提高（p <.01；39%的学生有明显的临床改善）；（2）基线、闭合和线条质量的字母书写和清晰度特征显著改善（均 p <.05）；（3）书写速度提高（p <.05；但无临床意义）；（4）个人对书写满意度的衡量标准显著提高（p <.01）。结论：动感书写干预可能有效提高有书写挑战的学生的技能。
