Handwriting legibility across different writing tasks in school-aged children

Yael Fogel, Sara Rosenblum, Anna L. Barnett

Research output: Contribution to journalArticlepeer-review

Abstract

Background: In school, children are required to perform a range of handwriting tasks. The writing needs to be legible to the child and other readers. The aim of this study was to examine handwriting legibility across different writing tasks and to explore which components might predict overall handwriting legibility. Methods: This was a secondary analysis of data from 148 school-aged children across writing scripts obtained from the Detailed Assessment of Speed of Handwriting: copying-best, copying-quickly and free-writing. Results: Results showed that letter formation was the major predictor of the total HLS score, and significant differences in handwriting legibility were found across the three tasks. Conclusions: The HLS is a practical tool that can benefit occupational therapists who work in schools by assessing handwriting legibility across different handwriting tasks.

Original languageEnglish
JournalHong Kong Journal of Occupational Therapy
DOIs
StateAccepted/In press - 2022

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The first author received financial support for scholarship from Oxford Brookes University for postdoctoral research in the Department of Psychology, Health and Professional Development with Professor Anna Barnett.

Publisher Copyright:
© The Author(s) 2022.

Keywords

  • Occupational therapy
  • copying
  • free-writing
  • handwriting legibility scale
  • letter formation
  • task demands

ASJC Scopus subject areas

  • Occupational Therapy

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