Curriculum-Based Handwriting Programs: A Systematic Review With Effect Sizes.
Challenges with handwriting can have a negative Impact on academic performance, and these challenges are commonly addressed by occupational therapy practitioners in school settings. This systematic review examined the efficacy of curriculum-based interventions to address children's handwriting diffi...
| Publicado en: | American Journal of Occupational Therapy Vol. 72; no. 3; pp. 1 - 16 |
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| Autores principales: | , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
American Occupational Therapy Association
May/Jun2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=129270300&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 129270300 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02729490 44I jtl: American Journal of Occupational Therapy issn: 02729490 maglogo: N pubinfo: dt: May/Jun2018 vid: 72 iid: 3 pid: 6680 pub: American Occupational Therapy Association place: North Bethesda, Maryland artinfo: ui: 129270300 129270300 129270300 10.5014/ajot.2018.027110 129270300 ppf: 1 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Curriculum-Based Handwriting Programs: A Systematic Review With Effect Sizes. aug: au: Engel, Courtney Lillie, Kristin Zurawski, Sarah Travers, Brittany G. affil: Courtney Engel, MOT, OTR, is Occupational Therapist, Chicago, IL. At the time of the research, she was Master's Student, Occupational Therapy Program, Department of Kinesiology, University of Wisconsin–Madison sug: subj: Curriculum Handwriting Evaluation Program Evaluation Human Systematic Review Time Factors PubMed Databases CINAHL Database Medline ERIC Database ab: Challenges with handwriting can have a negative Impact on academic performance, and these challenges are commonly addressed by occupational therapy practitioners in school settings. This systematic review examined the efficacy of curriculum-based interventions to address children's handwriting difficulties in the classroom (preschool to second grade). We reviewed and computed effect sizes for 13 studies (11 Level II, 2 Level III) identified through a comprehensive database search. The evidence shows that curriculum-based handwriting interventions resulted in small- to medium-sized improvements in legibility, a commonly reported challenge in this age group. The evidence for whether these interventions improved speed is mixed, and the evidence for whether they improved fluency is insufficient. No clear support was found for one handwriting program over another. These results suggest that curriculum-based interventions can lead to improvements in handwriting legibility, but Level I research is needed to validate the efficacy of these curricula. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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