[article] 
inAmerican Journal of Occupational Therapy > Vol. 66/4 (juillet-aout 2012) . - p. 396-405

Titre :	Effect of a coteaching handwriting program for first graders: one-group pretest-posttest design
Type de document :	texte imprimé
Auteurs :	Jane Case-Smith ; Terri HOLLAND ; Susan WHITE ; Alison E. Lane
Année de publication :	2012
Article en page(s) :	p. 396-405
Langues :	Anglais (eng)
Mots-clés :	Trouble écriture  Communication écrite  Ergothérapie
Résumé :	We examined the effects of a cotaught handwriting and writing program on first-grade students grouped by low, average, and high baseline legibility. The program’s aim was to increase legibility, handwriting speed, writing fluency, and written expression in students with diverse learning needs. Thirty-six first-grade students in two classrooms participated in a 12-wk handwriting and writing program cotaught by teachers and an occupational therapist. Students were assessed at pretest, posttest, and 6-mo follow-up using the Evaluation Tool of Children’s Handwriting–Manuscript (ETCH–M) and the Woodcock–Johnson Writing Fluency and Writing Samples tests. Students made large gains in ETCH–M legibility (η2 = .74), speed (η2s = .52–.65), Writing Fluency (η2 = .58), and Writing Samples (η2 = .59). Students with initially low legibility improved most in legibility; progress on the other tests was similar across low-, average-, and high-performing groups. This program appeared to benefit first-grade students with diverse learning needs and to increase handwriting legibility and speed and writing fluency.
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[article] Effect of a coteaching handwriting program for first graders: one-group pretest-posttest design [texte imprimé] / Jane Case-Smith ; Terri HOLLAND ; Susan WHITE ; Alison E. Lane . - 2012 . - p. 396-405.
Langues : Anglais (eng)
in American Journal of Occupational Therapy > Vol. 66/4 (juillet-aout 2012) . - p. 396-405

Mots-clés :	Trouble écriture  Communication écrite  Ergothérapie
Résumé :	We examined the effects of a cotaught handwriting and writing program on first-grade students grouped by low, average, and high baseline legibility. The program’s aim was to increase legibility, handwriting speed, writing fluency, and written expression in students with diverse learning needs. Thirty-six first-grade students in two classrooms participated in a 12-wk handwriting and writing program cotaught by teachers and an occupational therapist. Students were assessed at pretest, posttest, and 6-mo follow-up using the Evaluation Tool of Children’s Handwriting–Manuscript (ETCH–M) and the Woodcock–Johnson Writing Fluency and Writing Samples tests. Students made large gains in ETCH–M legibility (η2 = .74), speed (η2s = .52–.65), Writing Fluency (η2 = .58), and Writing Samples (η2 = .59). Students with initially low legibility improved most in legibility; progress on the other tests was similar across low-, average-, and high-performing groups. This program appeared to benefit first-grade students with diverse learning needs and to increase handwriting legibility and speed and writing fluency.
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