A Geometric-Based Handwriting Intervention (GBHI) for Chinese Handwriting: Development, Feasibility, and Pilot Findings.

Abstract

Objectives: Legible handwriting is crucial for academic success, especially among elementary school students. However, there is limited research on handwriting interventions for logographic languages. The purpose of this study was to develop a Geometric-Based Handwriting Intervention (GBHI) Program for improving Chinese handwriting and to investigate its feasibility and preliminary outcomes.

Methods: The intervention program was created using psycho-geometric, developmental, and motor learning theories, along with cognitive principles specific to Chinese character writing. Comprising 4 course modules, it was designed to systematically incorporate the geometric structure of Chinese characters into activities targeting fundamental handwriting skills. A two-phase feasibility study was conducted. In Phase 1, eight typically developing elementary students participated in a single 3-h course module to assess their satisfaction with the program. In Phase 2, four elementary students completed all four course modules to evaluate the feasibility and explore potential benefits, as measured by the Chinese Handwriting Evaluation Form (CHEF), the Chinese Handwriting Legibility Assessment for Children (CHLAC), and assessments of handwriting-related fundamental skills.

Results: In Phase 1, participants reported high satisfaction with the problem, with an average rating of 4.40 on the 5-point Likert-type satisfaction questionnaire. In Phase 2, participants demonstrated improvements in handwriting performance following completion of the GBHI program.

Conclusion: This study contributes to the growing body of research on handwriting interventions, particularly within the context of logographic language education. The program introduces a novel approach to teaching Chinese character writing, and the successful delivery of the 4-module intervention supports its feasibility for implementation.