Comparison of Differently Lined Paper on Letter Production Quality in First Graders

Abstract

The purpose of this study was to examine handwriting production of first grade students using differently lined paper. Two groups of first grade students were assessed with the Minnesota Handwriting Assessment. The first group printed on a four-lined writing grid that included top, middle, base, and descender guidelines. The second group printed on double lined paper that provided middle and base guidelines only. There was no difference between groups for legibility, form, alignment, and space as measured by the Minnesota Handwriting Assessment. There was a statistical difference noted between the two groups for size, t(63) = –4.629, p < .001. Examination of sizing errors showed that 55% of the students in the double-lined paper group used the middle guideline as a top guideline. The results suggest that for first grade students, the number of lines on writing paper has no effect on letter legibility but can influence size. Writing paper that has both a top and a bottom guideline may be optimal for first grade students for ensuring proper letter size when printing.

Keywords:

• Occupational therapy
• handwriting
• lined paper
• first grade