Henry, Jane : A Comparative Study of Modality Strengths, Handwriting Quality, and Basic Skills Scores in the Second Grade

An exploratory study to discover the differences among (1) handwriting quality and basic skills scores, and (2) modality strengths and basic skills scores was conducted in a middle class public school in Southeastern New Mexico. Three second grade classes served as subjects. A handwriting sample was obtained from 72 subjects and subsequently judged by three judges, The Zaner-Bloser Second Grade Evaluation Scale was used as the instrument by which the handwriting samples were evaluated. Five elements of needed improvement in the instrument included letter formation, vertical strokes, spacing, alignment and proportion, and line quality. The study was then limited to 58 subjects, and at least two of the handwriting judges agreed on a rating. The Swassing/Barbe Modality Index was administered to 72 subjects. The study was limited to subjects who showed a dominant modality. Three modalities were evaluated according to the SBMI with categories of visual, auditory, and kinesthetic. The dominant modality was defined by Swassing/Barbe as the channel through which information is processed most efficiently. The Comprehensive Tests of Basic Skills was administered as a district wide standardized achievement test. The total battery score was selected for use for data as a combined reading, math, and language average score. In analyzing the data, the Kruskal-Wallis One-Way Variance by Ranks was applied to the null hypotheses to determine whether the k samples were from different populations with respect to averages. The total battery scores from the CTBS were ranked from 39 subjects. The median of the total battery scores showed a slightly above normal population. The results of the handwriting quality and total battery scores comparison indicated the largest percentage of handwriting ratings grouping in the good and average categories. Some subjects exhibiting low total battery scores rated high in handwriting, while one student rated high on the total battery score and low in handwriting. A Chi-­Square table determined the critical value of 3.79 did not reach the .05 level of significance to reject the null hypothesis. The SBMI results indicated 27 visual, 13 auditory, 8 kinesthetic, 6 mixed, and 17 secondary dominant subjects. The secondary dominant group seemed to be a lar􀁤er category than expected. A separate analysis using the Kruskal-Wallis technique was computed for the difference in modality strengths and total battery scores. The results of modality strengths and total battery scores were interpreted to indicate that the total battery scores do not appear to differ significantly according to the subject's modality strength. The critical value of 1.5 did not reach the .05 level of significance necessary to reject the null hypothesis. From the results of the Kruskal-Wallis test, the evidence permitted the following conclusions: (1) There is no statistically significant difference among ratings of handwriting quality and average total basic skills scores. (2) There is no statistically significant difference among modality strengths and average total battery basic skills scores. An inter-rater reliability test was used to examine judging consistency. Although no scores were used without two judging agreements, the reliability proved inconsistent. Even though overall evidence did not support relationships, the above normal median for the basic skills scores and the judging inconsistency may have biased the results. This study should not be used as evidence to nullify the importance of handwriting instruction.