Roberts Gwenyth I, Derkach-Ferguson Alanna F, Siever Jodi E, Rose M Sarah
Can J Occup Ther. 2014 Apr;81(2):102-13. doi: 10.1177/0008417414527065.
Handwriting is an important childhood occupation, and implications of poor handwriting may have significant long-term effects.
The purpose of this study was to determine the effectiveness of Handwriting Without Tears (HWT) on Grade I students' handwriting and perception of skills.
A cross-over design was used. Repeated measures, at three points, included the Minnesota Handwriting Assessment (MHA) and performance rating scales.
Eighty-three boys and 66 girls with an average age of 6.2 years participated in the study. Students receiving HWT achieved significantly higher improvements compared to students with teacher-designed instruction in MHA Total Test Score and in MHA components of form, size, space, and alignment (all p < .05). Students had higher average performance ratings when receiving HWT in the first half of the school year.
Instruction using HWT improves students' perception and skill in handwriting performance.
书写是儿童时期一项重要的活动，书写不佳可能会产生重大的长期影响。
本研究旨在确定“无泪书写”（HWT）对一年级学生书写及技能认知的有效性。
采用交叉设计。在三个时间点进行重复测量，包括明尼苏达书写评估（MHA）和表现评分量表。
83名男孩和66名女孩参与了该研究，平均年龄为6.2岁。与接受教师设计教学的学生相比，接受HWT教学的学生在MHA总测试分数以及MHA的字形、大小、间距和对齐方式等方面有显著更高的进步（所有p < .05）。在学年上半年接受HWT教学时，学生的平均表现评分更高。
使用HWT教学可提高学生在书写表现方面的认知和技能。
