Respecting the evidence: Responsible assessment and effective intervention for children with handwriting difficulties

Handwriting needs to be sufficiently legible for examiners to read and understand the content without effort, and to ascribe marks which accurately reflect and reward a student's composition. Students should also be able to write sufficient quantity of content within required timeframes to adeq...

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Bibliographic Details
Published in:Australian occupational therapy journal 2013-10, Vol.60 (5), p.366-369
Main Authors: Wallen, Margaret, Duff, Sharon, Goyen, Traci-Anne, Froude, Elspeth
Format: Article
Language:English
Subjects:
Assessment
child
Children
Cognitive processes
Composition
Disability Evaluation
Examiners
Handwriting
Humans
occupational therapy
Occupational Therapy - methods
Psychomotor Disorders - rehabilitation
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Summary:Handwriting needs to be sufficiently legible for examiners to read and understand the content without effort, and to ascribe marks which accurately reflect and reward a student's composition. Students should also be able to write sufficient quantity of content within required timeframes to adequately express the extent of their ideas and knowledge. Students who are able to generate handwriting fluently and automatically have greater capacity to access their cognitive, language and attentional resources. The proposed mechanism is that sufficient handwriting practice contributes to good orthographic-motor integration and automatically produced handwriting, so that cognitive processes are free to generate good quality content. Adapted from the source document.
ISSN:0045-0766
1440-1630
DOI:10.1111/1440-1630.12045