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Articles

Handwriting in 2015: A main occupation for primary school–aged children in the classroom?

, BScOT (Hons) & , BAS (OT)
Pages 38-50 | Received 10 Nov 2015, Accepted 08 Jan 2016, Published online: 26 Apr 2016

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Read on this site (16)

Rina Khoury-Shaheen & Naomi Weintraub. (2023) Arabic Handwriting Vs. Keyboarding: Performance and Underlying Body Functions Among Elementary-School Students. Journal of Occupational Therapy, Schools, & Early Intervention 0:0, pages 1-15.
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Amira Y. Herstic, Sapna Bansil, Micah Plotkin, T. Andrew Zabel & Stewart H. Mostofsky. (2022) Validity of an Automated Handwriting Assessment in Occupational Therapy Settings. Journal of Occupational Therapy, Schools, & Early Intervention 0:0, pages 1-13.
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Laura M.P. Bray & Camille Skubik-Peplaski. (2022) Handwriting without Tears® via Telehealth Delivery: A Case Study of Feasibility and Effectiveness for Handwriting and Spelling Outcomes. Journal of Occupational Therapy, Schools, & Early Intervention 0:0, pages 1-21.
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Karen Ray, Kerry Dally & Alison E. Lane. (2022) Impact of A Co-taught Handwriting Intervention for Kindergarten Children in A School Setting: A Pilot, Single Cohort Study. Journal of Occupational Therapy, Schools, & Early Intervention 15:3, pages 244-264.
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Alison J. Sheedy, Jackson Brent, Kerry Dally, Karen Ray & Alison E. Lane. (2021) Handwriting Readiness among Digital Native Kindergarten Students. Physical & Occupational Therapy In Pediatrics 41:6, pages 655-669.
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Laura Bray, Camille Skubik-Peplaski & Kera B. Ackerman. (2021) A Systematic Review of the Effectiveness of Interventions to Improve Handwriting and Spelling in Children with Specific Learning Disabilities. Journal of Occupational Therapy, Schools, & Early Intervention 14:4, pages 437-465.
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Erin Klein, Ivonne Montgomery & Jill G. Zwicker. (2021) Evidence for Pre-printing Interventions: A Scoping Review. Journal of Occupational Therapy, Schools, & Early Intervention 14:4, pages 400-436.
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Erin Klein, Ivonne Montgomery & Jill G. Zwicker. (2021) Theory and Evidence for Pre-printing Development: A Scoping Review. Journal of Occupational Therapy, Schools, & Early Intervention 14:4, pages 357-399.
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Katy A. Shire, Jo Atkinson, Emily A. Williams, John Pickavance, Sara Magallón, Liam JB. Hill, Amanda H. Waterman, David A. Sugden & Mark Mon-Williams. (2021) Developing and Implementing a School-led Motor Intervention for Children with Handwriting Difficulties. Journal of Occupational Therapy, Schools, & Early Intervention 14:3, pages 274-290.
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Anne L. Lee & Jennifer E. Lape. (2020) A Cognitive, Self-Monitoring Intervention for Handwriting with Second-Grade Students. Journal of Occupational Therapy, Schools, & Early Intervention 13:2, pages 170-185.
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Ivonne Montgomery & Jill G Zwicker. (2020) Use of Printing like a Pro! in a School-Based Printing Club to Improve Handwriting Legibility in Primary Grade Students. Journal of Occupational Therapy, Schools, & Early Intervention 13:1, pages 40-54.
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Heather Skelton & Leanne Leclair. (2019) The Early Development Instrument – Creation of a Fine Motor/Visual Motor Index. Journal of Occupational Therapy, Schools, & Early Intervention 12:3, pages 284-297.
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Beth S. Randall. (2018) Collaborative instruction and Handwriting Without Tears®: A strong foundation for kindergarten learning. Journal of Occupational Therapy, Schools, & Early Intervention 11:4, pages 374-384.
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Asha Asher & Joanne Estes. (2016) Handwriting instruction in elementary schools: Revisited!. Journal of Occupational Therapy, Schools, & Early Intervention 9:4, pages 353-365.
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Articles from other publishers (22)

Mahsa Kheirollahzadeh, Mehdi Alizadeh Zarei, Seyed Hassan Saneii & Akram Azad. (2023) Persian Handwriting Assessment Tool: Reliability in Students with Specific Learning Disorders. Middle East Journal of Rehabilitation and Health Studies In Press:In Press.
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Pragya Verma, Kumar Bhanu Khandelwal, Prachi Sharma & Uttama Lahiri. (2023) Investigating the role of graphic pressure and temporal measures in influencing graphic skills of individuals with autism using a digital platform. Journal of Ambient Intelligence and Humanized Computing 14:10, pages 14249-14259.
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Rafat Ghanamah, Hazar Eghbaria-Ghanamah, Avi Karni & Esther Adi-Japha. (2023) Dot-to-dot practice enhances Children's handwriting: The advantage of a multi-session training protocol. Learning and Instruction 86, pages 101756.
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Paulo Delgado, Filipe Melo, Liesbeth de Vries, Margo Hartingsveldt & Ana Rita Matias. (2023) Translation, Cross-Cultural Adaptation, and Psychometric Properties of Writing Readiness Inventory Tool in Context (WRITIC). Children 10:3, pages 559.
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Helga Haberfehlner, Liesbeth de Vries, Edith H. C. Cup, Imelda J. M. de Groot, Maria W. G. Nijhuis-van der Sanden & Margo J. van Hartingsveldt. (2023) Ready for handwriting? A reference data study on handwriting readiness assessments. PLOS ONE 18:3, pages e0282497.
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Helena Coradinho, Filipe Melo, Gabriela Almeida, Guida Veiga, José Marmeleira, Hans-Leo Teulings & Ana Rita Matias. (2023) Relationship between Product and Process Characteristics of Handwriting Skills of Children in the Second Grade of Elementary School. Children 10:3, pages 445.
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Wen-Feng Huang, Tien-Ni Wang, Po-Ya Chuang & Hao-Ling Chen. (2023) Development and Psychometric Evaluation of the Computer-Aided Measure of Chinese Handwriting Legibility (CAM-CHL) for School-Age Children. The American Journal of Occupational Therapy 77:1.
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Ruth Nightingale, Emma Sumner, Mellissa Prunty & Anna L. Barnett. (2022) Handwriting and typing: Occupational therapy practice when supporting adolescents with handwriting difficulties. British Journal of Occupational Therapy 85:11, pages 891-899.
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Nur Anis Zarifah Mhd Zain, Nurul Athirah Hamdan, Nurul Izzah Abdul Razak, Hafidin Mujahid Hamidhan, Saher Ail Mohmmad Alsabbah & Ahmad Zamir Che Daud. (2022) Pre-writing Interventions for Developmental Disabilities and Typically Developing Children: A Scoping Review. Malaysian Journal of Medicine and Health Sciences 18:s15, pages 387-395.
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Rafat Ghanamah, Hazar Eghbaria-Ghanamah, Esther Adi-Japha & Avi Karni. (2022) Not for kids: 2nd grade school children require more practice than adults to attain long-term gains in a graphomotor task. Cognitive Development 64, pages 101246.
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Liat Hen-Herbst & Sara Rosenblum. (2022) Handwriting and Motor-Related Daily Performance among Adolescents with Dysgraphia and Their Impact on Physical Health-Related Quality of Life. Children 9:10, pages 1437.
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Virginia Chu & Kavitha Krishnan. (2022) Quantitative Assessment of Prewriting Skills in Children: The Development and Validation of a Tablet Assessment Tool. Perceptual and Motor Skills 129:3, pages 554-569.
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Zeynep Guven & Songul Atasavun Uysal. (2022) Kinematic analysis of handwriting movements and pencil grip patterns in children with low vision. Human Movement Science 81, pages 102907.
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Ana Rita Matias, Filipe Melo, Helena Coradinho, Orlando Fernandes, Guillaume de Broin & Réjean Plamondon. 2022. Intertwining Graphonomics with Human Movements. Intertwining Graphonomics with Human Movements 114 128 .
Shoshana Steinhart, Patrice L. Weiss & Jason Friedman. (2021) Proximal and distal movement patterns during a graphomotor task in typically developing children and children with handwriting problems. Journal of NeuroEngineering and Rehabilitation 18:1.
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Laura M.P. Bray & Gilson Capilouto. (2021) Self-determined Occupational Performance Model for Children From Economically Disadvantaged Backgrounds. Canadian Journal of Occupational Therapy 88:4, pages 285-293.
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Louis Devillaine, Raphaël Lambert, Jérôme Boutet, Saifeddine Aloui, Vincent Brault, Caroline Jolly & Etienne Labyt. (2021) Analysis of Graphomotor Tests with Machine Learning Algorithms for an Early and Universal Pre-Diagnosis of Dysgraphia. Sensors 21:21, pages 7026.
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Alison Wesley, Paula Bray, Craig F Munns & Verity Pacey. (2020) Impact of heritable disorders of connective tissue on daily life of children: Parent perspectives. Journal of Paediatrics and Child Health 57:5, pages 626-630.
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Katerina Pavlos, Maria McKenzie, Elizabeth Knightbridge & Helen Bourke‐Taylor. (2020) Initial psychometric evaluation of the Hartley Knows Writing Shapes Assessment Version 2 with typically developing children between the ages of 4 and 8. Australian Occupational Therapy Journal 68:1, pages 32-42.
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Paula Dadson, Ted Brown & Karen Stagnitti. (2020) Relationship between screen‐time and hand function, play and sensory processing in children without disabilities aged 4–7 years: A exploratory study. Australian Occupational Therapy Journal 67:4, pages 297-308.
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Denise K. Donica & Sarah Holt. (2018) Examining Validity of the Print Tool Compared With Test of Handwriting Skills–Revised . OTJR: Occupation, Participation and Health 39:3, pages 167-175.
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Abeer Salameh-Matar, Naser Basal & Naomi Weintraub. (2019) Relationship between body functions and Arabic handwriting performance at different acquisition stages. Canadian Journal of Occupational Therapy 85:5, pages 418-427.
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