The contribution of gender, orthographic, finger function, and visual- motor processes to the prediction of handwriting status

The present study examined if orthographic, finger function, and visual- motor processes as well as gender made a unique and significant contribution to the prediction of the handwriting status of fifth grade students classified as good or poor handwriters. Visual-motor integration and finger functioning made a unique and significant contribution to the prediction of handwriting status, whereas gender and orthographic processes did not. Furthermore, knowledge of children's gender, finger functioning, and visual- motor status resulted in the correct classification of 77% of the participating students as good or poor handwriters.