Handwriting & Metacognition: The Relationship Between Penmanship and Self-Reflection

<p>The majority of school-based occupational therapy (OT) referrals are for handwriting. In fact, fine motor and handwriting concerns affecting educational performance make up 80-85% of OT referrals in schools. Occupational therapists use an abundance of interventions for remediating handwriting difficulties, but there is scant evidence of why specific strategies or combinations of strategies are effective.</p> <p>Cognitive interventions have shown to be successful in the treatment of handwriting. Metacognitive skill, a component of cognition, allows a child to self-monitor and self-reflect on his or her handwriting skills to correct mistakes and generate goals for improvement. Therefore, a child’s ability to self-reflect on handwriting is likely an important factor when strengthening the learning and use of handwriting. Having insight into a child’s reflection of his or her handwriting abilities will also assist occupational therapists in creating an appropriate and effective handwriting intervention. This study aims to contribute to the evidence regarding the development and treatment of handwriting skill in elementary school-aged children.</p>

Name thesis:degree_name

Master of Science in Occupational Therapy

Level thesis:degree_level

Master's Thesis (Campus only Access)

Discipline thesis:degree_discipline

Occupational Therapy

Year dc:date.available

2016

Authors dc:creator

• Malmquist, Rachel E.
• Robinson, Chelsey M.
• Rogers, Kirsten L.
• Sosa, Andrea B.

Contributors dc:contributor

• Melisa Kaye, MS, OTR/L
• Joann Figone, MS, OTR/L

• Handwriting
• metacognition
• self-reflection
• occupational therapy
• penmanship
• Minnesota Handwriting Assessment
• Curriculum and Instruction
• Curriculum and Social Inquiry
• Educational Methods
• Elementary Education and Teaching
• Special Education and Teaching

Repository record dc:identifier

https://scholar.dominican.edu/masters-theses/199

OAI identifier oai:identifier

oai:scholar.dominican.edu:masters-theses-1198