Effects of a Graphomotor Intervention on the Graphic Skills of Children: An Analysis with the Sigma-Lognormal Model

One of the most discussed issues in handwriting is the question of when young children are (or not) ready to begin handwriting instruction. Several studies highlight the importance of early detection of graphomotor difficulties to better assist and remediate them in the first years of formal school. Also, it is necessary to understand how children control handwriting movements and its learning strategies. Using the Sigma Lognormal approach, in this study we aim to study the effects of a graphomotor intervention program, in the Graphic Skills according to lognormal parameters. Fifty-five children attending the last year of pre-school (25 experimental group; 30 control group) performed the first nine figures of Beery-Buktenica Developmental Test of Visual-Motor Integration (6^th edition) (Beery VMI) on a digitizing tablet. To address the issue related with handwriting, forty-one second graders (20 experimental group; 21 control group) performed. The Concise Evaluation Scale for Children’s Handwriting (BHK), also on a digitizing tablet. A follow-up assessment has been performed six months after the end of graphomotor intervention program. Participants from control group benefited from 16 sessions (twice a week) of a graphomotor intervention program, divided in small groups (6–8 children/group). Each session lasted for 30 min. In general children who benefited from a graphomotor intervention showed better fine movement quality improved with better motor control quality and higher movement fluidity. The maintenance of results after six months was more consistent in preschoolers, because the second-year students are still in a process of handwriting automation.