This study used a multiple-probe design across three participants to test the effectiveness of a handwriting intervention for fifth graders (age 10-11) displaying less handwriting fluency than their peers, but without spelling disorders. The 5-h handwriting intervention provided students with explicit instruction and intensive practice in writing…

This study explored the relationship between legibility in handwriting scores and compositional scores of students in grade five in one Northwest Georgia school. The ability to recall and write the letters automatically may impact the composing skills of students engaged in the writing process. Handwriting, often considered a motor skill in young…