Proper acquisition of handwriting is required
for success in school. This study compared the effects of
two writing readiness interventions, ‘‘Traffic Light’’ and
‘‘Word and Sound’’ on kindergartners’ handwriting quality,
speed and positive reactions to writing. Handwriting
readiness training for kindergarten children is controversial.
Whereas some have questioned whether such a program
would result in frustration, others believe it is crucial
to prepare children for the writing demands of school.
Research shows that the period from kindergarten to school
plays a vital role in determining future academic success.
Thus, it is important to examine the efficacy of programs
that can help children acquire good handwriting. Participants
included typical kindergarten children from four
kindergartens in Israel. The ‘‘Malki’’ test, designed to
assess writing quality, speed and positive reactions to
writing, was administered to all participants. A handwriting
readiness program (‘‘Traffic Light’’), designed to teach
letter formation by using the image of traffic light was
provided to 55 children from two kindergartens. A phonological
awareness program (‘‘Word and Sound’’) was
administered to a second group of 46 kindergartners. Both
programs were administered to groups of five children
each, in 12 weekly 20-min sessions. The handwriting
readiness group demonstrated significantly greater
improvement than the control group in writing quality and
positive reactions to writing, but not in writing speed.
These findings support the efficacy of a handwriting
readiness training program among kindergartners.

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Tersedia

• A Comparison Between Students Who Receive and Who Do Not Receive a Writing Readiness Interventions on Handwriting Quality, Speed and Positive Reactions

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