针对有风险的幼儿园儿童的笔迹干预效果。

Effectiveness of a Handwriting Intervention With At-Risk Kindergarteners.

作者信息

Zylstra Sheryl Eckberg, Pfeiffer Beth

机构信息

Sheryl Eckberg Zylstra, DOT, MS, OTR/L, is Clinical Assistant Professor, Department of Occupational Therapy, University of Puget Sound, Tacoma, WA. At the time of this study, she was a doctoral student at Temple University, Philadelphia, PA;

Beth Pfeiffer, PhD, OTR/L, BCP, is Associate Professor, Department of Rehabilitation Sciences, Temple University, Philadelphia, PA.

出版信息

Am J Occup Ther. 2016 May-Jun;70(3):7003220020p1-8. doi: 10.5014/ajot.2016.018820.

DOI:10.5014/ajot.2016.018820

PMID:27089293

Abstract

OBJECTIVE

We examined the effectiveness of an occupational therapist-led handwriting intervention for special education and at-risk kindergarteners.

METHOD

We incorporated a two-group, pretest-posttest design. Both groups consisted of kindergarteners receiving individualized education program (IEP) or Response to Intervention (RtI) support. An occupational therapist provided biweekly group handwriting instruction using the Size Matters Handwriting Program to students in the intervention group (n = 23). The control group (n = 12) received the standard handwriting instruction.

RESULTS

Students in the intervention group demonstrated significantly greater gains in handwriting legibility than students in the control group. Students in the intervention group also demonstrated significantly greater gains in the prereading skills of uppercase letter recognition, lowercase letter recognition, and letter sound recognition.

CONCLUSION

This study provides preliminary support for an occupational therapist-led handwriting intervention to improve writing legibility and letter recognition in kindergarteners receiving RtI and IEP supports.

摘要