Handwriting speed, visual-motor skills, and attitudes toward writing in the context of handwriting legibility of students with learning disabilities

Abstract

Many studies on learning disability (LD) have focused on the reading skills of students; however, many students with LDs struggle with basic handwriting skills, which are fundamental for all ages in school and everyday functioning. The purpose of this study was to examine the handwriting legibility of students with LDs in conjunction with their handwriting speed, visual-motor skills, and attitudes toward writing. The sample included 75 third- to fourth-grade students in a metropolitan city in Türkiye. The assessment task aligned with the research purpose: for the students to copy the Turkish text, copy geometrical figures, and answer questions related to attitudes toward writing. Correlations among variables varied; however, the results confirmed that handwriting speed, visual-motor skills, and attitudes toward writing predicted the handwriting legibility of students with LDs. There are intricate relationships between handwriting speed, visual-motor skills, and attitudes toward writing. The results have implications for research and practice.