Embodied Writing Versus Conventional Writing Practice for Handwriting
ConditionChild Development
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age3-6
SponsorRiphah International University
About this trial
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.
Eligibility criteria
This trial accepts healthy volunteersQualifiers
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.
Disqualifiers
Developmental delay
Physical impairment of upper extremity
Hearing deficit (21)
Visual problem
Trial design
Design model
Parallel
Treatments tested in this trial
Conventional writing
Other interventionParticipants 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.
Embodied writing
Other interventionParticipants 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 shape with a finger or a foot as they land on it). * Jump and Trace spots (Jump onto letter mats and trace the letter with fingers, a hand, or foot).5 repetitions of each for 15 min 3 times a week on alternate days for 8 weeks 3. Guidelines about Correct Posture while writing will be given to Parents and class teacher. 4\. Post intervention assessment by tool MHA will use.
Treatment groups
148 Participants
are divided into 2 treatment groupsGroup A: Group AActive comparator 1 intervention
Group B: Group BActive comparator 1 intervention
Trial outcomes
Primary outcomes
1
Hand Proficiency Screening Questionnaire
The HPSQ-C can be used for a variety of academic and therapeutic purposes, including identifying handwriting deficiencies in school-aged children.An evaluation instrument called a handwriting proficiency screening questionnaire is used to gauge a person's handwriting abilities in a number of areas, including legibility, speed, motor control, and general handwriting quality. Its goal is to pinpoint issues or problems that could affect clear textual communication. It usually consists of questions about writing posture, grip, endurance, alignment, spacing, and letter formation. Teachers, therapists, and researchers frequently use this kind of questionnaire to evaluate children's or adults' handwriting skills. It can also be used as a preliminary screening tool to ascertain whether more thorough testing or intervention is required.
Time frame
Pre and post evaluation 1st week to 8th weekSecondary outcomes
1
Minnesota Handwriting Assessment MHA
The MHA assesses children's handwriting skills by concentrating on five distinct areas: legibility, form, alignment, size, and spacing. Teachers and occupational therapists can use this evaluation to compare a child's handwriting skills to age-appropriate standards. The Minnesota Handwriting Test was created to satisfy occupational therapists' desire for a norm-referenced, educationally relevant assessment that could both identify pupils who struggle with handwriting and track the efficacy of treatment.
Time frame
Pre and Post evaluation 1st week to 8th weekSponsors and contacts
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Source ClinicalTrials.gov