American Journal of Occupational Therapy, 60, 16-27 The effects of sensorimotor-based intervention versus therapeutic practice on improving handwriting performance in 6- to 11-year-old children. The American Journal of Occupational Therapy, 57, 459-462 Relationship between visual-motor integration and handwriting skills of children in kindergarten: A modified replication study. Oklahoma State University, Stillwater, OK. A comparison of two methods of teaching beginning manuscript (Unpublished doctoral dissertation). The role of orthographic-motor integration in the production of creative and well-structured written text for students in secondary school. Physical & Occupational Therapy in Pediatrics, 34, 30-43. Effectiveness of a co-taught handwriting-writing program for first grade students. *Case-Smith, J., Holland, T., & White, S. Vinter (Eds.), Advances in handwriting and drawing: A multidisciplinary approach (pp. Journal of Experimental Education, 52, 132-135 -> Handwriting performance with and without transparent overlays. California State University, Stanislaus, CA. The impact of handwriting instruction on writing fluency in first grade (Unpublished master’s thesis). Paper presented at the European Writing Conference, Barcelona, Spain. Effective teaching writing for the elementary school: An empirical study to detect the effects of a training program. Journal of Educational Psychology, 89, 652-666. Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition. An experimental attempt to improve the handwriting of elementary-school pupils (Unpublished master’s thesis). The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance. A., Limpo, T., Fidalgo, R., Carvalhais, L., Pereira, L. References marked with an asterisk indicate studies included in the meta-analysis. The findings from this meta-analysis provide support for one of the assumptions underlying the Simple View of Writing (Berninger et al., Journal of Educational Psychology, 94, 291–304, 2002): text transcription skills are an important ingredient in writing and writing development. Finally, handwriting instruction produced statistically significant gains in the quality (ES = 0.84), length (ES = 1.33), and fluency of students’ writing (ES = 0.48). Motor instruction did not produce better handwriting skills (ES = 0.10 for legibility and −0.07 for fluency), but individualizing handwriting instruction (ES = 0.69) and teaching handwriting via technology (ES = 0.85) resulted in statistically significant improvements in legibility. When compared to no instruction or non-handwriting instructional conditions, teaching handwriting resulted in statistically greater legibility (ES = 0.59) and fluency (ES = 0.63). This meta-analysis examined true- and quasi-experimental intervention studies conducted with K-12 students to determine if teaching handwriting enhanced legibility and fluency and resulted in better writing performance. Because handwriting can bias readers’ judgments about the ideas in a text and impact other writing processes, like planning and text generation, it is important to ensure students develop legible and fluent handwriting. While there are many ways to author text today, writing with paper and pen (or pencil) is still quite common at home and work, and predominates writing at school.