Testing the Effect of Kinesthetic Training on Handwriting Performance in First-Grade Students

Kinesthetic training did not improve handwriting or kinesthesis in first-grade students who had kinesthetic deficits and handwriting difficulties, and the findings of this study offer no support for use of kinesthetic training to improve handwriting legibility inFirst- grade students.

Abstract

OBJECTIVE: The purpose of this study was to investigate the effect of kinesthetic training' on handwriting performance in first-grade students 6 to 7 years of age who had kinesthetic deficits and handwriting difficulties. METHOD: With a randomized-blinded three group research design, 45 children were assigned to either a kinesthetic training group, a handwriting practice group, or a no treatment group. Kinesthesis and handwriting legibility were measured before and after intervention. Teachers' judgments of handwriting legibility in the classroom setting were sought at 4 weeks after the intervention to see whether any improvement gained would be maintained in the natural setting. Two-way repeated-measures analysis of variance was used for data analyses. RESULTS: At posttest, all groups showed significant improvement of kinesthesis, with no significant difference in the magnitude of improvement among the groups. There was no significant improvement of handwriting legibility as measured by a standardized test in any of the groups, although teachers indicated improvement of handwriting legibility in the classroom setting in all groups. Teachers also reported maintenance of handwriting legibility at 4 weeks after posttest. CONCLUSION: Kinesthetic training did not improve handwriting or kinesthesis in these children. The findings of this study offer no support for use of kinesthetic training to improve handwriting legibility in first-grade students.