Article

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.
CI - Copyright (c) 2018 by the American Occupational Therapy Association, Inc.

Langue : ANGLAIS