A Scoping Review of Grasp and Handwriting Performance in School-Age Children

Abstract

Objective

Handwriting is a critical functional skill that impacts academic participation and progress. Occupational therapists address components of grasp in their handwriting intervention as it is commonly assumed that grasp affects legibility, fluency, and endurance, yet research studies examining this relationship are limited.

Method

We used scoping review methodology to map existing research on grasp and handwriting performance in school-age children and to identify gaps in the literature.

Results

Thirteen articles met search criteria and were categorized by grasp patterns and handwriting performance, and grasp force and handwriting performance. Findings suggest an inefficient grasp can lead to decreased handwriting legibility and fatigue. The current literature is inconclusive and several gaps were identified.

Conclusion

Additional studies should address research gaps through inclusion of children with special needs and interventions including lengthier handwriting tasks representative of a typical school day.

Keywords:

• Grasp
• handwriting
• children
• school-age
• grip

Disclosure statement

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