Handwriting Legibility among Elementary Students using Zaner-Bloser and Handwriting Without Tears Methods

Abstract

Handwriting remains an indispensable skill for elementary students, contributing to motor and cognitive development, as well as academic achievement. However, many students continue to struggle with handwriting legibility. In recent years, instructional approaches like Zaner-Bloser and Handwriting Without Tears have garnered attention for their structured, systematic methods aimed at enhancing handwriting skills. Therefore, the present study investigated the impact of using the Zaner-Bloser and Handwriting Without Tears handwriting instruction techniques on elementary students through a structured intervention, involving direct instruction and practice, with 34 fourth-grade students from Hongtsho Primary School. Guided by action research approach, the pre-test/post-tests and close-ended interviews were used to collect the data. The intervention consisted of daily handwriting practice sessions over 30 days, focusing on proper letter formation, spacing, and legibility. The quantitative data was analyzed using SPSSv25 and qualitative data were analyzed using the thematic analysis of Braun and Clarke (2006). Quantitative findings showed a significant improvement in handwriting legibility, with mean scores increasing from 38 (SD = 1.54) in the pre-test to 135 (SD = 1.26) in the post-test. Moreover, the paired samples t-test confirmed the statistical significance of this improvement (t(33) = -10.97, p < .001), with a large effect size of .86. Further, qualitative findings revealed that most students perceived the handwriting instruction techniques as effective and beneficial, though a few found them tedious. The action research concludes with practical implications.