Correlates of Early Handwriting: Differential Patterns for Girls and Boys

ABSTRACT

Research Findings: Fluent and legible handwriting is associated with longer texts and higher text quality and is therefore an important goal in the primary school curriculum. While girls’ handwriting tends to be more proficient than boys’, potential differences in the correlates of girls’ and boys’ early handwriting are poorly understood. In this exploratory study, we investigated early handwriting (legibility, fluency, and time) and potential motor (fine motor skills, visuomotor integration) and cognitive (executive functions: inhibition, shifting, working memory) correlates in a sample of 118 first-grade children (46% girls, M_age: 7 years, 5 months). We tested gender differences and explored correlates of early handwriting skills of girls and boys. Extending previous findings, fine motor skills and visuomotor integration were related to early handwriting legibility, fluency, and time. Furthermore, shifting and working memory, but not inhibition, were related to specific handwriting skills. Moreover, girls outperformed boys regarding fine motor skills, visuomotor integration, and handwriting legibility. Interestingly, while the correlates of handwriting were diverse and strong for girls, only a few weak correlates were identified for boys. Practice or Policy: These results lay the ground for tailoring adequate interventions to support girls and boys (differently) in acquiring fluent and legible handwriting.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The author confirms that the data supporting the findings of this study are available within the article and its supplementary materials.