Handwriting and fine motor skill development in the kindergarten classroom

Abstract

The primary purpose of this action research study is to investigate the effects of fine motor based interventions on handwriting development in the kindergarten classroom. The study was conducted in a general education kindergarten classroom located in an urban school district. The three participants in the study were selected based on teacher observation and preliminary handwriting data collection. Over 12 weeks, each of the three participants participated in fine motor skill and handwriting interventions. The interventions were done in a small group several times a week. Student writing samples, handwriting checklists, and anecdotal notes were analyzed every two weeks to determine student handwriting development. Based on the data, the interventions were modified to meet the needs of each participant. The results of this study suggest that fine motor based interventions can help to improve student handwriting skills.