Handwriting Case

INTRODUCTION

"Every man has something he can do better than anyone else. Usually it is reading his own handwriting".

Handwriting is a complex perceptual motor skill and as such its attainment may be influenced by effective integration of component systems, teaching practices, developmental capabilities and environmental conditions.1 Handwriting difficulties have been attributed to problems with motor learning and execution, visual-motor control, kinesthetic sensitivity, expressive language, phonological awareness and motivation or emotion. Laszlo and Bairstow hypothesized "that handwriting dysfunction experienced by some children in early school grades were due to inadequate ability to process kinesthetic information".1 However the effectiveness of kinesthetic training programme to improve handwriting performance in children has not been clearly established.

RATIONAL FOR STUDY

Considering the ramification of this premise a study was conducted with following aims & objectives:

The aims of the study were:

1. To identify children with handwriting difficulties within a group of grade II primary school children.

2. To test the effectiveness of kinesthetic training versus handwriting practice training on handwriting performance in children with handwriting difficulties.

Objectives of the study:

1. To identify children with handwriting difficulties within a group of grade II primary school children with the help of Evaluation Tool of Children's Handwriting [ETCH-C], (Amundson, 1995).2

2. To identify underlying kinesthetic deficits in children with handwriting difficulties with aid of Kinesthesia Test, a component of the Southern California Sensory Integration Test (Ayres, 1972).3

3. To test the effectiveness of kinesthetic training versus handwriting practice training on handwriting performance in children with handwriting difficulties.

REVIEW OF LITERATURE

Investigation and theories concerning the role of kinesthetic feedback in learning and performing has aroused considerable debate .1, 4, 5

1. Bairstow & Laszlo 4 in their study found kinesthetic acuity was fully developed by age of 7 years, but ability to integrate and memorize kinesthetic information increases markedly beyond this age.

2. In replication of their previous study, Bairstow & Laszlo 5 reported a significant positive correlation between drawing ability and kinesthetic acuity and between writing ability and kinesthetic perception and memory in 6 and 7 years old children attending regular schools. Also significant positive correlation was found between kinesthetic perception and memory in dancers and gymnasts thus concluding that kinesthetic processing can improve with practice.

3. In further continuation of their study, Laszlo and Bairstow 6 investigated the relationship between kinesthesia, as measured by the Kinesthetic Sensitivity Test, and skilled motor behavior. They concluded that kinesthesis is necessary for the efficient performance and acquisition of skilled movements.

4. In review of above study, Tseng, M. H and Cermark, S. A 7 stated that extraneous variables such as maturation cannot be ruled out as competing explanations; thus, the improvement cannot be attributed solely to kinesthetic training. The effect of practice may account for the improvement. Therefore he concluded that, kinesthetic training affects kinesthetic memory and drawing performance.

5. Harris and Livesey 8 found that kinesthetic sensitivity practice produced significant improvement in handwriting while handwriting practice did not seem to produce any significant improvement.

6. Sudsawad, P., Trombly, C.A., 9 compared the effects of kinesthetic training with handwriting practice on handwriting performance in 45 grade I students of 6-7 years age with no identified educational need. Kinesthesia improved in all groups with no difference between groups. However, the improvement in kinesthesia did not result in handwriting improvement on ETCH. But, teachers reported maintenance of handwriting legibility at 4 weeks after four tests.

7. Benbow 10, 11 proposed a biomechanical or kinesthetic approach to handwriting remediation. She hypothesized that handwriting is primarily a kinesthetic skill that improves when the hand is biomechanically, motorically, and perceptually prepared to hold utensils and create written form. She developed a curriculum that teaches children the basic movements of letter formation by practicing letters grouped according to shape. Visual and kinesthetic cues are used to reinforce the child's perceptions of movements.

METHODOLOGY

The study was conducted after obtaining approval from Ethics Committee for Research on Human Subjects of the hospital. After informed consent was obtained from school and prospective students parents, children's were included in the study.

Research Design

An experimental pre-test /post-test control/ comparison group design was used for this study.

Sampling

The study was conducted on 154 children 6.8- 7.11 years from primary English medium girls' convent school. All the subjects were from grade II.

Inclusion criteria:

1. Age 6.5 - 7.11 years.

2. Child studying in English medium.

3. Can write and are familiar with cursive writing for approximately 10- 12 weeks.

4. No medical history of developmental abnormality and motor disorder.

Exclusion criteria:

1. Children with uncorrected visual problems like myopia.

2. Children with uncorrected auditory impairment like deafness.

3. Children with recorded mental retardation.

4. Children with attention deficit hyperactive disorder.

5. Children whose parents consent were not received.

Test Instruments used-

Two instruments were used in this study. They were as follows:

Evaluation Tool of Children's Handwriting [ETCH] 2

The ETCH is a criterion-referenced handwriting assessment with standardized administration and