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Barnett, A.L. 1 , Prunty, M. 2 & Rosenblum, S. 3
1 Oxford Brookes University, U.K. firstname.lastname@example.org Psychology, Oxford Brookes University, Headington Campus, Oxford, OX3 0BP, United Kingdom
2 Brunel University London, U.K. email@example.com Department of Clinical Sciences, Occupational Therapy, Brunel University London, Uxbridge, UB8 3PH, United Kingdom 3 University of Haifa, Israel, firstname.lastname@example.org The laboratory of Complex Human Activity and Participation (CHAP) Department of Occupational Therapy, University of Haifa , Israel, 3498838. Corresponding author: Anna L. Barnett, email@example.com Click here to download a copy of the HLS Barnett, A.L., Prunty, M. & Rosenblum, S. (2018) Development of the Handwriting Legibility Scale (HLS): a preliminary examination of Reliability and Validity. Research in Developmental Disabilities
This paper describes the work undertaken to develop a new tool, the Handwriting Legibility Scale (HLS) to help identify poor handwriting in children.
Children with a range of different developmental disorders have handwriting difficulties, which can impact on their ability to perform classroom tasks and to display their knowledge in written tests and examinations. The HLS is designed to be a quick and easy-to- use assessment for the class teacher. In this work we have examined its use in identifying handwriting difficulties in children with Developmental Coordination Disorder (DCD). We anticipate it will also be used with children with other disorders such as Dyslexia, ADHD, SLI and ASD both in classroom and research settings.
The HLS is freely available to download and photocopy. The authors plan to develop a manual for guidance on use of the HLS. In the meantime, please contact the corresponding author with any comments or queries.