Engel Courtney, Lillie Kristin, Zurawski Sarah, Travers Brittany G
Courtney Engel, MOT, OTR, is Occupational Therapist, Chicago, IL. At the time of the research, she was Master's Student, Occupational Therapy Program, Department of Kinesiology, University of Wisconsin-Madison.
Kristin Lillie, MOT, OTR, is Occupational Therapist, Milwaukee, WI. At the time of the research, she was Master's Student, Occupational Therapy Program, Department of Kinesiology, University of Wisconsin-Madison.
Am J Occup Ther. 2018 May/Jun;72(3):7203205010p1-7203205010p8. doi: 10.5014/ajot.2018.027110.
Challenges with handwriting can have a negative impact on academic performance, and these challenges are commonly addressed by occupational therapy practitioners in school settings. This systematic review examined the efficacy of curriculum-based interventions to address children's handwriting difficulties in the classroom (preschool to second grade). We reviewed and computed effect sizes for 13 studies (11 Level II, 2 Level III) identified through a comprehensive database search. The evidence shows that curriculum-based handwriting interventions resulted in small- to medium-sized improvements in legibility, a commonly reported challenge in this age group. The evidence for whether these interventions improved speed is mixed, and the evidence for whether they improved fluency is insufficient. No clear support was found for one handwriting program over another. These results suggest that curriculum-based interventions can lead to improvements in handwriting legibility, but Level I research is needed to validate the efficacy of these curricula.
书写方面的问题会对学业成绩产生负面影响，而学校环境中的职业治疗从业者通常会处理这些问题。本系统评价考察了基于课程的干预措施在解决课堂上（学前班至二年级）儿童书写困难方面的效果。我们对通过全面数据库检索确定的13项研究（11项II级，2项III级）进行了综述并计算了效应量。证据表明，基于课程的书写干预使字迹清晰度有了小到中等程度的改善，这是该年龄组普遍存在的问题。关于这些干预措施是否提高了书写速度的证据不一，而关于它们是否提高了流畅性的证据不足。没有明确证据支持一种书写方案优于另一种。这些结果表明，基于课程的干预措施可以提高书写的清晰度，但需要I级研究来验证这些课程的效果。
