Using the Minnesota Handwriting Assessment and Handwriting Checklist in Screening First and Second Graders' Handwriting Legibility

Abstract

The purpose of this study was to determine appropriate screening tools for school-based therapists to use in assessing handwriting difficulties in children. Using the Minnesota Handwriting Assessment (MHA), this study examines the ranges of legibility of handwriting in typically-developing first and second grade students. Also, it evaluated whether the Handwriting Checklist that documents students' posture, tool use, grasp, and other components during the writing task accurately predicts legibility. Regression analyses found that the four Handwriting Checklist variables accounted for 23% of the variance in the legibility variable on the MHA test.

Keywords:

• rate
• grasp patterns
• screening

Acknowledgment

The authors thank all the children and teachers who participated in this study. We also acknowledge Sarah Folland, Erin Gregg, Christine Kozlik, Allyson Lipton, Patricia Morris, Donna Riggio, Adina Rogers, and Kadiya Romeo, who assisted in data collection. We also thank the New York City Department of Education, the Office of Related and Contractual Services: Ava Mopper, Director, and Amy Schrank, Occupational Therapy Supervisor, for making this study possible.