2. Review of Literature
Handwriting, which is a required activity among school-aged children, involves both
spatial and temporal demands (Amundson & Weil, 1996; Tseng & Chow, 2000).
Handwriting performance is considered to be proficient when legible text is produced at a minimum
of effort. In this case, handwriting is automatic and does not interfere with the content as generated
by the creative thinking process (Scardamailia, Bereiter, & Goleman, 1982). In contrast, poor
handwriters are often unable to achieve a completely automated process, and their handwriting may
be slow and unclear.Handwriting difficulty, or dysgraphia, was defined by Hamstra-Bletz and Blote
(1993) as a disturbance or difficulty in the production of written language that is related to the
mechanics of writing. Teachers have estimated that 11–12% of female students and 21–32% of male
students have handwriting difficulties (Rubin & Henderson, 1982; Smits-Engelsman, Van Galen,
&Michels, 1995).
Two main outcomes have been used to assess and define poor handwriting, namely,product
readability or legibility and performance time. Product legibility has been evaluated in two ways:
(1) by judging the readability of an entire paragraph (Ayres, 1912; Freeman,1959),
Or
(2) by analytic methods based on grading specific features that characterize
readability (e.g., between letter and word spacing, letter formation, the degree of line slant,etc.) and
then calculating an overall score (see Rosenblum, Weiss, &Parush, 2003, for more details).
There are a number of reasons why current handwriting assessments are of limited
value. First, their reliability is low to moderate; second, they require prolonged processing time by
the evaluator who needs to judge the writing product for each of the legibility criteria and third, they
do not provide substantive information about the writing process(Rosenblum et al., 2003,
Rosenblum, Weiss, &Parush, 2004). The third reason poses a significant limitation, as it is believed
that only a comprehensive description of the realtime, dynamic characteristics of a child‟s
handwriting can provide insight into the motor control mechanisms of normal handwriting and an
understanding of the underlying pathology of handwriting difficulties (Dobbie & Askov, 1995;
Graham & Weintraub, 1996;LongstaV& Heath, 1997; Sovik, Arntzen, &Thygesen, 1987a, 1987b).
In recent years, more attention has been devoted to identifying the features of poor
handwriting by children who have a variety of perceptual-motor and learning problems
(e.g., Rosenblum, Parush, & Weiss, 2001; Rosenblum et al., 2003; Schoemaker& Smits-Engelsman,
1997; Smits-Engelsman, Van Galen, &Portier, 1994a; Smits-Engelsman,Niemeijer, & Van Galen,
2001). In most of these studies, children were asked to perform brief writing tasks (i.e., usually a
single sentence). The testing of only brief writing tasks has limited ecological validity, since many
clinicians and educators, as well as researchers, indicate that handwriting problems are particularly
noticeable during the performance of tasks similar to those occurring in thechildren‟s natural learning
environment (Rosenblum et al.,2003, 2004).
The term Dysgraphia is not widely used in schools. One reason is that handwriting difficulties can be
included under the label of learning disabilities. Another reason is that there is no consensus in the
field on one definition or identification process for dysgraphia. Richards (1999) defines dysgraphia
as a problem with expressing thoughts in a written form. Meese (2001) describes dysgraphia as
handwriting problems, specifically, a partial inability to remember how to make certain alphabet or
arithmetic symbols. For the purpose of this paper, we are using the latter definition, and will be
focusing on the mechanics of handwriting.
The treatment of dysgraphia can be elusive. Many instructional strategies have been
proposed to help students with dysgraphia, but only some have empirical evidence to support them.
Teachers should be aware of the signs and symptoms of dysgraphia and not dismiss a child as
simply having sloppy handwriting. If a teacher starts to see a trend of illegible writing, it is