Abstract
ABSTRACTHandwriting is still critical to student success in the classroom; however, schools have been de-emphasizing formal handwriting instruction. This study evaluated the effect of the Size Matters Handwriting Program on handwriting legibility and visual-motor skills among kindergarten students in general education classrooms. A two-group time series design was used with two classrooms that received the Size Matters Handwriting Program (n = 35) and a control classroom (n = 16). Both groups made statistically significant gains in handwriting legibility, as would be expected of kindergarten students (Intervention: p = <0.001; Control: p = <0.001). However, students in the intervention group did not demonstrate statistically significantly greater gains in handwriting legibility or visual-motor integration skills compared to students in the control group (p > .05). Handwriting improvement was neither linear (p = < .006) nor associated (r < .09-.19) with visual-motor skills.
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