Embodied Writing Versus Conventional Writing Practice for Handwriting

Riphah International University

Status: Enrolling

Conditions: Child Development

Treatments: Other: Embodied writing; Other: Conventional writing

Study type: Interventional

Funder types: Other

Identifiers

NCT07244120

REC/RCR&AHS/AYESHAASIF

Details and patient eligibility

About

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.

Full description

This study explores the potential of embodied writing techniques to improve handwriting abilities in preschoolers, comparing it to traditional writing practices. Handwriting is foundational for cognitive development and academic performance, yet preschoolers often face challenges with it, stemming from issues in fine motor skills and coordination. Traditional writing methods typically emphasize structured exercises focused on repetitive tracing to enhance motor accuracy, but recent studies suggest that embodied writing learning through physical movement could offer unique benefits. By engaging the whole body, embodied writing encourages motor and cognitive engagement, helping children internalize movements and potentially improving both handwriting skills and overall learning engagement.

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.

Enrollment: 148 estimated patients

Sex: All

Ages: 3 to 6 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• 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.

Exclusion criteria

• Developmental delay
• Physical impairment of upper extremity
• Hearing deficit (21)
• Visual problem
• Any recent trauma to upper limb
• Gross motor impairment
• Neurological deficit
• Receiving any Physiotherapy before

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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148 participants in 2 patient groups

Group A

Active Comparator group

Description:

Conventional writing

Treatment:

Other: Conventional writing

Group B

Active Comparator group

Description:

Embodied writing

Treatment:

Other: Embodied writing