Consistency of Handwriting Performance across the Early Elementary Grades
The purpose of this study was to examine the consistency of handwriting performance in typically developing children from kindergarten to third grade. Eighty-nine children participated. The relationship between kindergarten handwriting performance and third grade handwriting performance was r = .18. Analysis of individual data revealed that 14% of the low-performing students (n = 2) remained consistent in their performance from kindergarten to third grade. The relationship between kindergarten and third grade handwriting provides initial evidence that consistency in low handwriting performance among typically developing children does not exist. Early identification of children with low handwriting performance continues to be recommended. Monitoring the handwriting performance of all children over time and providing remediation as needed may be the more strategic path to follow.