| Sumario: | Background. Research suggests praxis and sensory integration contributes to handwriting legibility in primary students. However, little research has demonstrated performance-based measures of praxis and its relationship to handwriting legibility. This study examined performance-based praxis skills of third and fourth grade students with and without handwriting difficulties (HD). Method: Handwriting legibility and praxis were examined in 33 third and fourth grade students at a local primary school using the Handwriting Legibility Scale and five praxis tests from the Evaluation in Ayres Sensory Integration. Participants were categorized into two groups based on their handwriting legibility scores: students with HD (n = 6) and students without HD (n = 27). Mann-Whitney U and effect size r was calculated to compare the two groups. Results: Students with HD had significantly lower scores on three areas of praxis (positions, sequences, and ocular praxis); pAreas without significant differences include ideation and following directions. Conclusion: Overall, preliminary data support a relationship between praxis and handwriting legibility, which supports the need to evaluate praxis skills to inform occupational therapy interventions for students with handwriting difficulties.
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