Abstract
The purpose of this research was to explore the development of handwriting legibility of a second grade student with dysgraphia. This action research focused on a teacher’s practices and strategies to help the student with dysgraphia to improve his writing legibility. The participating student was a student in a public school setting in Ankara and a student in the researcher’s classroom science his first grade. Seven week long and 35 session action plan including sequences from big muscle movements to small muscle movements was proceeded to help the student to develop better handwriting legibility. To increase the legibility of the student’s handwriting, before and after the action copying and dictation applications were carried out. Findings indicated that the action plan was successfully shifted this student’s handwriting legibility level from inappropriate to moderate level. Thus, by effective methods and procedures teachers may help students with dysgraphia to develop better handwriting legibility.
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