Pfeiffer Beth, Rai Gillian, Murray Tammy, Brusilovskiy Eugene
OTJR (Thorofare N J). 2015 Apr;35(2):110-9. doi: 10.1177/1539449215573004.
The purpose of the research was to study changes in handwriting legibility among kindergarten, first- and second-grade students in response to the Size Matters curricular-based handwriting program. A two-group pre-post-test design was implemented at two public schools with half of the classrooms assigned to receive the Size Matters program and the other continuing to receive standard instruction. All participants completed two standardized handwriting measures at pre-test and after 40 instructional sessions were completed with the classes receiving the handwriting program. Results identified significant changes in legibility in the handwriting intervention group for all three grades when compared with the standard instruction group. The results of this study support the use of a curricular-embedded handwriting program and provide the foundation for future research examining the impact of handwriting legibility on learning outcomes.
该研究的目的是探究幼儿园、一年级和二年级学生在参与“大小很重要”这一基于课程的书法项目后，其书写清晰度的变化情况。在两所公立学校采用了两组前后测设计，一半教室被分配接受“大小很重要”项目，另一半则继续接受标准教学。所有参与者在预测试时完成两项标准化书写测试，并在接受书法项目的班级完成40节教学课程后再次进行测试。结果表明，与标准教学组相比，书法干预组的所有三个年级在书写清晰度方面都有显著变化。本研究结果支持使用嵌入课程的书法项目，并为未来研究书写清晰度对学习成果的影响奠定了基础。
