Reliability of occupational therapist and teacher evaluations of the handwriting quality of grade 5 and 6 primary school children*

Abstract

Both occupational therapists and primary school teachers play an important role in identifying children with handwriting dysfunction. The present study investigated the inter‐ and intrarater reliability of evaluations of handwriting quality by occupational therapists and school teachers. Samples of handwriting were collected from 61 grade 5 and 6 school children. Two paediatric occupational therapists, two primary school teachers and the children's class teachers were asked to rate the quality of handwriting on a five point Likert scale. Written data were also collected to determine the variables that participants recognized as critical to handwriting quality. Intraclass correlational analyses and percentage agreements revealed a lack of reliability in the evaluation of handwriting quality, both between and within the separate professions. These results question the reliability of current methods of handwriting evaluation.

Handwriting Without Tears versus Teacher-Designed Handwriting Instruction in First Grade Classrooms

“…A lack 32 C. Schneck et al of legible handwriting may result in limiting written communication in societal interactions (Woodward & Swinth, 2002). Poor handwriting performance has been linked with students' low self-esteem, frustration, peer acceptance, and negative school performance (Berninger et al, 2006;Cornhill & Case-Smith, 1996;Daniel & Froude, 1998, Dennis & Swinth, 2001, Feder, Majnemer, Bourbonnais, Blayney, & Morin, 2007, McHale & Cermak, 1992. Students use handwriting to take notes, compose and express ideas, complete assignments, and demonstrate academic accomplishment on state and national achievement testing.…”

Comparison of Cursive Handwriting Instruction Programs Among Students Without Identified Problems

“…Handwriting may be assessed for neatness as well as actual formations and sizes of letters. Daniel and Froude (1998) noted that although teachers and occupational therapists do not always agree on students' handwriting quality, they concur that the two most important aspects of handwriting legibility were letter formation and letter size. Yet teachers based more of their evaluations on aesthetic value, such as neatness and attractive handwriting style, rather than actual formations and sizes of letters than did occupational therapists.…”

Reliability and Validity of the Evaluation Tool of Children’s Handwriting–Cursive (ETCH–C) Using the General Scoring Criteria

“…Thestudy'smajorlimitationistheselectionofparticipantsbasedonteacherjudgment,whichassumesthatteacher perception of handwriting is accurate and consistent. Concernshavebeenraisedaboutthereliabilityofteacher's judgments of handwriting (Daniel & Froude, 1998;Sudsawad,Trombly,Henderson,&Tickle-Degnen,2001). Despitetheseconcerns,otherstudieshavereliedonteacher judgmenttoidentifyparticipantswithhandwritingdysfunction (Diekemaetal.,1998;Sudsawadetal.,2001;Wallen &Mackay,1999).Othershavefoundexperiencedteachers to be good judges of handwriting legibility (Koziatek & Powell,2002;Tseng&Murray,1994).…”