The use of graphic rules in grade one to help identify children at risk of handwriting difficulties

Abstract

Previous researches on elementary grade handwriting revealed that pupils employ certain strategy when writing or drawing. The relationship between this strategy and the use of graphic rules has been documented but very little research has been devoted to the connection between the use of graphic rules and handwriting proficiency. Thus, this study was conducted to investigate the relative contribution of the use of graphic rules to the writing ability. A sample of 105 first graders who were average printers and 65 first graders who might experience handwriting difficulty, as judged by their teachers, of a normal primary school were individually tested on their use of graphic rules. It has been found that pupils who are below average printers use more non-analytic strategy than average printers to reproduce the figures. The results also reveal that below average printers do not acquire the graphic principles that foster an analytic approach to production skills. Although the findings are not sufficient to allow definitive conclusions about handwriting ability, it can be considered as one of the screening measures in identifying pupils who are at risk of handwriting difficulties.