lOMoARcPSD|43502630
D181 Task 4 - TASK 4
MCIN Capstone (Western Governors
University) lOMoARcPSD|43502630
Effectiveness of Small Groups on Students Fine Motor Skills Associated with Writing
A Capstone Presented to the Teachers College
Faculty of Western Governors University
in Partial Fulfillment of the Requirements for the
Degree Master of Science, Curriculum and Instruction lOMoARcPSD|43502630
Abstract
There has been a lack of effective and explicit instruction in modern classrooms regarding proper pencil grip and letter formation which is crucial to elementary students' handwriting development and academic success. The purpose of this action research was to analyze the effect
of explicit handwriting instruction on elementary students. A study was conducted with five students in the researcher's homeroom class who were in 2nd grade. Students were explicitly instructed on how to develop fine motor control of the muscles in their wrists, hands, and fingers
for specific pencil grips and letter formations. Participants in this study had undeveloped finger muscles, which led to inappropriate pencil grip (holding the pencil between their fingers, gripping the pencil with all of one hand's fingertips, and holding the pencil too low or too high) and letter formation (letters should be formed from top to bottom and from left to right). This research investigated techniques and interventions that could assist students to improve their fine
motor abilities so they can write better. The research topic arose from their deficient fine motor skills., “What is the impact of weekly small group instruction to develop competency in the fine motor skills associated with writing as measured by a pre/post assessment?” Weekly small group
instruction concentrating on pencil grip and letter formation was provided to students as part of a
research study. Action research with a quantitative approach was the study's research design.
Pre/post evaluations from students were used to collect quantitative data, which were assessed
using an original 20-point rubric. The data were analyzed and interpreted using descriptive statistics. After calculating the results, it was determined that explicit small group intervention
sessions focused on fine motor skills in writing had improved students' fine motor skills in writing by 20% from pre- to post-assessment
D181 Task 4 - TASK 4
MCIN Capstone (Western Governors
University) lOMoARcPSD|43502630
Effectiveness of Small Groups on Students Fine Motor Skills Associated with Writing
A Capstone Presented to the Teachers College
Faculty of Western Governors University
in Partial Fulfillment of the Requirements for the
Degree Master of Science, Curriculum and Instruction lOMoARcPSD|43502630
Abstract
There has been a lack of effective and explicit instruction in modern classrooms regarding proper pencil grip and letter formation which is crucial to elementary students' handwriting development and academic success. The purpose of this action research was to analyze the effect
of explicit handwriting instruction on elementary students. A study was conducted with five students in the researcher's homeroom class who were in 2nd grade. Students were explicitly instructed on how to develop fine motor control of the muscles in their wrists, hands, and fingers
for specific pencil grips and letter formations. Participants in this study had undeveloped finger muscles, which led to inappropriate pencil grip (holding the pencil between their fingers, gripping the pencil with all of one hand's fingertips, and holding the pencil too low or too high) and letter formation (letters should be formed from top to bottom and from left to right). This research investigated techniques and interventions that could assist students to improve their fine
motor abilities so they can write better. The research topic arose from their deficient fine motor skills., “What is the impact of weekly small group instruction to develop competency in the fine motor skills associated with writing as measured by a pre/post assessment?” Weekly small group
instruction concentrating on pencil grip and letter formation was provided to students as part of a
research study. Action research with a quantitative approach was the study's research design.
Pre/post evaluations from students were used to collect quantitative data, which were assessed
using an original 20-point rubric. The data were analyzed and interpreted using descriptive statistics. After calculating the results, it was determined that explicit small group intervention
sessions focused on fine motor skills in writing had improved students' fine motor skills in writing by 20% from pre- to post-assessment
