Department of Occupational Therapy, Steinhardt School of Culture, Education, and Human Development, New York University, 35 West Fourth Street, 11th Floor, New York, NY 10012, USA.
Am J Occup Ther. 2013 Jan-Feb;67(1):19-26. doi: 10.5014/ajot.2013.005470.
This study examined the effectiveness of two approaches used in elementary schools to improve children's handwriting. Participants were 72 New York City public school students from the first and second grades. A nonequivalent pretest-posttest group design was used in which students engaged in handwriting activities using two approaches: intensive handwriting practice and visual-perceptual-motor activities. Handwriting speed, legibility, and visual-motor skills were examined after a 12-wk Handwriting Club using multivariate analysis of variance. The results showed that students in the intensive handwriting practice group demonstrated significant improvements in handwriting legibility compared with students in the visual-perceptual-motor activity group. No significant effects in handwriting speed and visual-motor skills were found between the students in intensive handwriting practice group and the students in visual-perceptual-motor activities group. The Handwriting Club model is a natural intervention that fits easily into existing school curriculums and can be an effective short-term intervention (response to intervention Tier II).
本研究考察了两种在小学中提高儿童书写水平的方法的有效性。参与者为来自纽约市公立学校一、二年级的 72 名学生。采用非等组前后测设计，学生通过两种方法参与书写活动：集中的书写练习和视觉感知运动活动。在 12 周的“书写俱乐部”后，使用多元方差分析考察了书写速度、清晰度和视觉运动技能。结果表明，与视觉感知运动活动组的学生相比，集中书写练习组的学生在书写清晰度方面有显著提高。在书写速度和视觉运动技能方面，集中书写练习组的学生与视觉感知运动活动组的学生之间没有发现显著差异。“书写俱乐部”模式是一种自然的干预措施，很容易融入现有的学校课程，并且可以作为一种有效的短期干预措施（对干预的二级反应）。
