Date Presented 04/06/19
This study aims to investigate primary-school teachers' expectations of handwriting skills in primary-school children and explore differences in expectations between upper and lower primary-school children’s handwriting skills. Identification of handwriting components primary-school teachers view as important will allow OTs to better tailor interventions to ensure that handwriting concerns are adequately addressed.
Primary Author and Speaker: Li Hui Ong
Contributing Authors: Siok Khoon Soh, Shu-Jun Ho, May Yan Melissa Yeong
PURPOSE: Handwriting is a fundamental functional activity for school-aged children (Hoy et al, 2011; Giroux et al, 2012). Difficulties with handwriting might lead to academic and behavioural problems (Feder & Majnemer, 2007). Primary school teachers are appropriately positioned to refer children with handwriting difficulties to occupational therapists for intervention. In a previous study done by Daniel and Froude (1998), it was found that within the separate professions of primary school teachers and occupational therapists, inconsistencies existed in the judging process of handwriting quality. It is therefore imperative to explore teachers’ expectations of handwriting skills in primary school children as this impacts the need for, effectiveness and relevancy of therapy. Therefore, this study aims to investigate primary school teachers' expectations of handwriting skills in primary school children and explore differences in expectations between upper and lower primary school children’s handwriting skills.
DESIGN: This descriptive study utilised a study survey design. Convenience sampling was used to obtain contacts of two primary school principals through publicly available email contacts from the Ministry of Education in Singapore. Following consent from the principals, a mass email was sent to participants, through the school principals, which included a short write up on the aims of the study and an online link to the survey.
METHOD: The survey was developed by the study team and was piloted amongst a few occupational therapist colleagues and five primary school teachers through convenience sampling. Revisions were made prior to finalising the completed survey. Questions were both closed and open-ended. Results collected were analysed using descriptive statistics to summarise responses. A frequency count for each question was calculated in order to obtain a percentage based on the ratio of each answer choice's response frequency to the total number of responses for that question. The data analysis was completed using the Statistical Package for the Social Sciences (SPSS).
RESULTS: 50 primary school teachers completed the survey. Respondents determined if handwriting quality was acceptable by evaluating overall handwriting legibility (98%), comparing it to typical handwriting expected for the student’s age (52%), and comparing it to other students’ handwriting (24%). At the lower primary level, letter formation, letter orientation, and letter alignment were identified as the most important handwriting components to be achieved. At the upper primary level, handwriting legibility was the most important, followed by handwriting speed. To address handwriting difficulties, the majority (70%) used rewards. Some also used reminders, asked students to re-write, used modelling and penmanship/handwriting practice. Only 2% referred students to a professional for further intervention.
CONCLUSION: Identification of handwriting components primary school teachers view as important will allow occupational therapists to better tailor interventions to ensure handwriting concerns are adequately addressed. Findings also suggest that therapists could play a larger role in educating teachers on handwriting development and strategies to enhance handwriting skills. Therapists could also possibly explore further collaboration with educational professionals in curriculum development related to handwriting.
IMPACT STATEMENT: This study can contribute to the knowledge base of occupational therapy for therapists working with children and in school-based practice, and highlight the need to work more closely with educational professionals to facilitate children’s participation in school-related occupations.
References
Daniel, M. E., & Froude, E. H. (1998). Reliability of occupational therapist and teacher evaluations of the handwriting quality of grade 5 and 6 primary school children. Australian Occupational Therapy Journal, 45(2), 48-58. https://doi.org/10.1111/j.1440-1630.1998.tb00782.x
Feder, K. P., & Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine & Child Neurology, 49(4), 312-317. https://doi.org/10.1111/j.1469-8749.2007.00312.x
Giroux, P., Woodall, W., Weber, M., & Bailey, J. (2012). Occupational therapy practitioners’ perceptions of important competencies for handwriting evaluation and intervention in school-aged children. Physical & occupational therapy in pediatrics, 32(1), 66-79. https://doi.org/10.3109/01942638.2011.592573
Hoy, M. M., Egan, M. Y., & Feder, K. P. (2011). A systematic review of interventions to improve handwriting. Canadian Journal of Occupational Therapy, 78(1), 13-25. https://doi.org/10.2182/cjot.2011.78.1.3
