Improving Handwriting Through Kinaesthetic Sensitivity Practice

Abstract

Children in their first two years of formal education (kindergarten and year one) were assessed for handwriting performance. Those with poor handwriting were given practice on one of three tasks: kinaesthetic acuity, kinaesthetic memory and perception or a handwriting task. Both forms of kinaesthetic sensitivity practice produced significant improvement in handwriting performance by the year one children, while handwriting practice did not. The younger children did not demonstrate as clear cut gains as the older. These results support the findings of previous research which indicates the importance of kinaesthetic ability for performance of complex motor tasks.