Embodied Writing Versus Conventional Writing Practice for Handwriting

Official title

Effects of Embodied Writing Versus Conventional Writing Practice for Handwriting in Preschool Children.

Overview

This randomized clinical trial will involve 148 preschooler children of age group 3 to 6 years old with handwriting difficulties from Cambridge Foundation School FSD and Behan Je Memorial school FSD, Pakistan. The participants will be divided into two groups: Group A will follow conventional writing practices with parental ergonomics guidance, while Group B will engage in embodied writing practices combined with ergonomic education for parents. Over 8 weeks, handwriting legibility, speed, and motor coordination will be assessed pre- and post-intervention using the Handwriting Proficiency Screening Questionnaire and the Minnesota Handwriting Assessment Scale. The study aims to evaluate each approach's effectiveness in addressing handwriting challenges, providing insights into embodied learning's potential impact on early childhood education. Data analysis will be conducted using SPSS version 23.

Detailed description

This study explores the potential of embodied writing techniques to improve handwriting abilities in preschoolers, comparing it to traditional writing practices. Handwriting is foundational for cognitive development and academic performance, yet preschoolers often face challenges with it, stemming from issues in fine motor skills and coordination. Traditional writing methods typically emphasize structured exercises focused on repetitive tracing to enhance motor accuracy, but recent studies suggest that embodied writing learning through physical movement could offer unique benefits. By engaging the whole body, embodied writing encourages motor and cognitive engagement, helping children internalize movements and potentially improving both handwriting skills and overall learning engagement.

This randomized clinical trial will involve 148 preschooler children of age group 3 to 6 years old with handwriting difficulties from Cambridge Foundation School FSD and Behan Je Memorial school FSD, Pakistan. The participants will be divided into two groups: Group A will follow conventional writing practices with parental ergonomics guidance, while Group B will engage in embodied writing practices combined with ergonomic education for parents. Over 8 weeks, handwriting legibility, speed, and motor coordination will be assessed pre- and post-intervention using the Handwriting Proficiency Screening Questionnaire and the Minnesota Handwriting Assessment Scale. The study aims to evaluate each approach's effectiveness in addressing handwriting challenges, providing insights into embodied learning's potential impact on early childhood education. Data analysis will be conducted using SPSS version 23.

Interventions

• Other Conventional writing
  Participants will perform: Tracing Patterns worksheets 5 repetitions of each for 15 min 3 times a week on alternate days for 8 weeks.Pencil Hold Exercises for Fingers: * Letter formation practice * Connecting Dots * Drawing Lines 5 repetitions of each for 25 min 3 times a week on alternate days for 8 weeks. 2. Guidelines about Correct Posture while writing will be given to Parents and class teacher. 3\. Post intervention assessment by tool MHA will use.
• Other Embodied writing
  Participants will involve whole body to perform these exercises: * Air Writing * Body Letter Shapes * Sand or Salt Tray tracing * Ribbon or Scarf writing 5 repetitions of each for 25 min 3 times a week on alternate days for 8 weeks. Obstacle course: * Balance Beam Letter (Walk along a beam or line on the floor, pausing to "write" a letter in the air or on a chalkboard at each end). * Letter Hopscotch (Hop between large letters drawn on the ground, calling out each letter's name or tracing its

Primary outcome measures

• Hand Proficiency Screening Questionnaire [Time frame: Pre and post evaluation 1st week to 8th week]

Secondary outcome measures (1)

• Minnesota Handwriting Assessment MHA [Time frame: Pre and Post evaluation 1st week to 8th week]

Eligibility criteria

Inclusion criteria

• Child has poor handwriting as assessed by the HPSQ (20)
• Child is of age between 3-6 years.
• The child attends a regular primary school.
• Both boys and girls will be included in the study.

Exclusion criteria

• Developmental delay
• Physical impairment of upper extremity
• Hearing deficit (21)
• Visual problem
• Any recent trauma to upper limb
• Gross motor impairment
• Neurological deficit
• Receiving any Physiotherapy before

Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.

Healthy volunteers: Yes

Study design

Allocation

Randomized

Model

Parallel assignment

Masking

Single blind

Primary purpose

Other

Study locations

Pakistan · 1 center

• Imran Amjad — Lahore

Publications

• Rosenblum S, Gafni-Lachter L. Handwriting Proficiency Screening Questionnaire for Children (HPSQ-C): Development, Reliability, and Validity. Am J Occup Ther. 2015 May-Jun;69(3):6903220030. doi: 10.5014/ajot.2015.014761. PMID 25871594
• Klein E, Montgomery I, Zwicker JG. Evidence for pre-printing interventions: A scoping review. Journal of Occupational Therapy, Schools, & Early Intervention. 2021;14(4):400-36.

Identifiers

NCT: NCT07244120 · REC/RCR&AHS/AYESHAASIF

Primary sources (government registries)

• ClinicalTrials.gov (US NIH)

View this study on ClinicalTrials.gov ↗