Efficacy of a prewriting intervention: A pilot randomised control trial.
Introduction: Successful handwriting is dependent on accurate and efficient letter formation, which is dependent on drawing sub‐strokes of letters and prewriting patterns. Currently, there is no prewriting intervention programmes with established efficacy, and little is known about children's percep...
| Publicado en: | Australian Occupational Therapy Journal Vol. 72; no. 4; pp. 1 - 18 |
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| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2025
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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=187503505&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 187503505 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00450766 FQP jtl: Australian Occupational Therapy Journal issn: 00450766 maglogo: Y pubinfo: dt: Aug2025 vid: 72 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 187503505 187503505 187503505 10.1111/1440-1630.70043 187503505 ppf: 1 ppct: 17 formats: tig: atl: Efficacy of a prewriting intervention: A pilot randomised control trial. aug: au: Johnston, Berenice Ryan, Brooke Hatfield, Megan Calder, Samuel D. Claessen, Mary affil: School of Allied Health, Curtin University, Perth Western Australia,, Australia sug: subj: Handwriting Evaluation Occupational Therapy Practice Pediatric Occupational Therapy Schools, Nursery Human Child, Preschool Male Female Funding Source Pilot Studies Randomized Controlled Trials Crossover Design Exploratory Research Random Assignment Child Development Visual Perception Descriptive Statistics Occupational Therapists Scales Two-Way Analysis of Variance Data Analysis Software Intraclass Correlation Coefficient Confidence Intervals Child, Preschool: 2-5 years Male Female ab: Introduction: Successful handwriting is dependent on accurate and efficient letter formation, which is dependent on drawing sub‐strokes of letters and prewriting patterns. Currently, there is no prewriting intervention programmes with established efficacy, and little is known about children's perceptions of engaging in these programmes. This study aimed to determine the efficacy and feasibility of a prewriting intervention. Methods: A pilot randomised control trial was conducted with embedded aspects of fidelity and acceptability. Participants included 18 typically developing 4‐ to 5‐year‐old children, attending a Western Australian kindergarten (year before first formal schooling year), randomly allocated to an intervention or waitlist control group. Baseline and post intervention data were collected using the Developmental Test of Visual Perception (Third Edition) and the Prewriting Assessment (PWA). Participants received six Peggy Lego intervention sessions, and a fidelity checklist was completed following each session. Immediately following completion of the intervention, participants provided acceptability feedback using a modified Likert scale. Consumer and Community Involvement: Teachers and occupational therapists working with 4‐ to 5‐year‐old children provided feedback on the intervention. Results: There was a statistically significant main effect of time on the PWA score (p = 0.003); however, the main effect of group and the interaction of group and time were non‐significant (p = 0.070 and p = 0.46). The intervention was implemented with high levels of fidelity with 19 sessions (n = 34) achieving 100% fidelity. Eligibility was deemed feasible with 60% of those enrolled for the study meeting eligibility criteria. Most participants (n = 17) completed six intervention sessions. Most participants found the intervention acceptable (n = 13). Conclusions: Exploratory analysis showed all children significantly improved their prewriting ability; however, it is likely that this effect is not attributed to intervention alone. This pilot randomised control trial is deemed feasible in terms of recruitment, retention of participants, and data collection. Further research on the efficacy of this intervention is justified. PLAIN LANGUAGE SUMMARY For writing to be easy to read, students need to form letters the right way and with good control. Before they can do this, they need to learn basic pencil strokes used to make letters. Handwriting programmes are used in schools and with children who find writing hard. We know some of these programmes help, but we do not know which prewriting programmes work best. We wanted to find out if a programme called Peggy Lego helps and if it is easy to use. We did six Peggy Lego sessions with 18 kindergarten children in Western Australia. All of the children got better at their prewriting skills, but we could not tell if Peggy Lego helped more than routine teaching, or if the children improved over time. We asked the students how they felt about the programme. Most said they liked it and thought their drawing got better, even though it was a bit hard. Future research could look at whether feeling more confident helps children when they start learning to write letters. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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