Document Type
Article
Publication Date
Spring 2020
Abstract
The purpose of this actions research project was to determine if the Transitional Kindergarten students who participated in directed, structured fine motor development increased their handwriting skills compared to those who did not receive directed, structured fine motor skill assistance. The study consisted of assessing students handwriting skills using the Handwriting Without Tears - Beginning Print at the beginning of the year, mid-year, and the end of the year. The quantitative data revealed that students who participated in daily fine motor activities that are directed for specific fine motor needs, including: pincher grasp, pincer grasp, whole-hand, and letter/number formation saw an increase in their handwriting development than those who did not.