{"id":{"repo_id":"twu","oai_identifier":"oai:twu-ir.tdl.org:11274/10838"},"canonical_url":"https://search.dev.ndltd.org/etd/twu/oai:twu-ir.tdl.org:11274/10838","repository":{"repo_id":"twu","name":"Texas Woman's University","base_url":"https://twu-ir.tdl.org/server/oai/request"},"display":{"title":"The effects of differently lined paper on letter production quality in first grade students","abstract":"Objective: The purpose of this study was to examine handwriting production of first grade students using differently lined paper. Method: Two groups of first grade students were assessed with the Minnesota Handwriting Assessment (MHA). The first group printed on a four-lined writing grid. The second group printed on double lined paper. Results: There was no statistical difference noted between the two groups on the writing performance on the following categories of the MHA; legibility, form, alignment, and space. However, there was a statistical difference noted between the two groups on the MHA category for size, (t = −4.629 p < .001). Conclusions: The results suggest that lines on writing paper matter in the area of letter size, but not for letter legibility, form, alignment, and spacing. First grade students may benefit from writing paper that has both a top and a bottom guideline for ensuring proper letter size when printing.","abstract_html":"Objective: The purpose of this study was to examine handwriting production of first grade students using differently lined paper. Method: Two groups of first grade students were assessed with the Minnesota Handwriting Assessment (MHA). The first group printed on a four-lined writing grid. The second group printed on double lined paper. Results: There was no statistical difference noted between the two groups on the writing performance on the following categories of the MHA; legibility, form, alignment, and space. However, there was a statistical difference noted between the two groups on the MHA category for size, (t = −4.629 p < .001). Conclusions: The results suggest that lines on writing paper matter in the area of letter size, but not for letter legibility, form, alignment, and spacing. First grade students may benefit from writing paper that has both a top and a bottom guideline for ensuring proper letter size when printing.","abstract_has_math":false,"creators":["Reidlinger, Whitney"],"institution":"Texas Woman's University","degree_name":"Master of Arts","degree_level":"Master","degree_discipline":"Occupational Therapy","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":["Candler, Catherine"],"committee_members":["Neville, Marsha"],"year":2010,"date_issued":"2010-12","date_published":"2010-12","updated_at":"2026-07-24T05:05:12Z","subjects":["Health and environmental sciences","Education","Elementary education","Minnesota Handwriting Assessment (MHA)","Handwriting production"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/11274/10838","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Candler, Catherine"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Neville, Marsha"]},{"key":"dc:creator","label":"Author","values":["Reidlinger, Whitney"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2018-12-06T15:41:30Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2018-12-06T15:41:30Z"]},{"key":"dc:date.issued","label":"Date","values":["2010-12"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Occupational Therapy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Woman's University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Health and environmental sciences","Education","Elementary education","Minnesota Handwriting Assessment (MHA)","Handwriting production"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/11274/10838"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Objective: The purpose of this study was to examine handwriting production of first grade students using differently lined paper. Method: Two groups of first grade students were assessed with the Minnesota Handwriting Assessment (MHA). The first group printed on a four-lined writing grid. The second group printed on double lined paper. Results: There was no statistical difference noted between the two groups on the writing performance on the following categories of the MHA; legibility, form, alignment, and space. However, there was a statistical difference noted between the two groups on the MHA category for size, (t = −4.629 p < .001). Conclusions: The results suggest that lines on writing paper matter in the area of letter size, but not for letter legibility, form, alignment, and spacing. First grade students may benefit from writing paper that has both a top and a bottom guideline for ensuring proper letter size when printing."]},{"key":"dc:title","label":"Title","values":["The effects of differently lined paper on letter production quality in first grade students"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Candler, Catherine"],"dc:contributor.committeemember":["Neville, Marsha"],"dc:creator":["Reidlinger, Whitney"],"dc:date.accessioned":["2018-12-06T15:41:30Z"],"dc:date.available":["2018-12-06T15:41:30Z"],"dc:date.issued":["2010-12"],"dc:description.abstract":["Objective: The purpose of this study was to examine handwriting production of first grade students using differently lined paper. Method: Two groups of first grade students were assessed with the Minnesota Handwriting Assessment (MHA). The first group printed on a four-lined writing grid. The second group printed on double lined paper. Results: There was no statistical difference noted between the two groups on the writing performance on the following categories of the MHA; legibility, form, alignment, and space. However, there was a statistical difference noted between the two groups on the MHA category for size, (t = −4.629 p < .001). Conclusions: The results suggest that lines on writing paper matter in the area of letter size, but not for letter legibility, form, alignment, and spacing. First grade students may benefit from writing paper that has both a top and a bottom guideline for ensuring proper letter size when printing."],"dc:identifier.uri":["https://hdl.handle.net/11274/10838"],"dc:language.iso":["en_US"],"dc:subject":["Health and environmental sciences","Education","Elementary education","Minnesota Handwriting Assessment (MHA)","Handwriting production"],"dc:title":["The effects of differently lined paper on letter production quality in first grade students"],"dc:type":["Thesis"],"thesis:degree_discipline":["Occupational Therapy"],"thesis:degree_level":["Master"],"thesis:degree_name":["Master of Arts"],"thesis:institution_name":["Texas Woman's University"]},"updated_at":"2026-07-24T05:05:12Z"}