Maurer, Michelle N. (2023). Correlates of early handwriting: Differential patterns for girls and boys. Early education and development, 35(4), pp. 843-858. Routledge 10.1080/10409289.2023.2244349
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Fluent and legible handwriting is associated with longer texts and higher text quality
and is therefore an important goal in the primary school curriculum. While girls’
handwriting tends to be more proficient than boys’, potential differences in the
correlates of girls’ and boys’ early handwriting are poorly understood. In this
exploratory study, we investigated early handwriting (legibility, fluency, and time) and
potential motor (fine motor skills, visuomotor integration) and cognitive (executive
functions: inhibition, shifting, working memory) correlates in a sample of 118 first-grade
children (46% girls, Mage: 7 years, 5 months). We tested gender differences and
explored correlates of early handwriting skills of girls and boys. Extending previous
findings, fine motor skills and visuomotor integration were related to early handwriting
legibility, fluency, and time. Furthermore, shifting and working memory, but not
inhibition, were related to specific handwriting skills. Moreover, girls outperformed boys
regarding fine motor skills, visuomotor integration, and handwriting legibility.
Interestingly, while the correlates of handwriting were diverse and strong for girls, only
a few weak correlates were identified for boys. These results lay the ground for
tailoring adequate interventions to support girls and boys (differently) in acquiring fluent
and legible handwriting.
Item Type: |
Journal Article (Original Article) |
|---|---|
Division/Institute: |
07 Faculty of Human Sciences > Institute of Psychology 07 Faculty of Human Sciences > Institute of Psychology > Developmental Psychology |
UniBE Contributor: |
Maurer, Michelle Nina |
Subjects: |
100 Philosophy > 150 Psychology |
ISSN: |
1040-9289 |
Publisher: |
Routledge |
Language: |
English |
Submitter: |
Michelle Nina Maurer |
Date Deposited: |
14 Aug 2023 11:02 |
Last Modified: |
16 Jun 2024 02:15 |
Publisher DOI: |
10.1080/10409289.2023.2244349 |
Uncontrolled Keywords: |
handwriting; legibility; fluency; gender differences; executive functions; graphomotor; visuomotor integration; fine motor skills; children. |
BORIS DOI: |
10.48350/185437 |
URI: |
https://boris.unibe.ch/id/eprint/185437 |
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