Child DevelopmentNCT07244120
Embodied Writing Versus Conventional Writing Practice for Handwriting
A study testing Conventional writing and Embodied writing in people with Child Development, run by Riphah International University at 1 site in Pakistan.
Trial summary
This randomized clinical trial will involve 148 preschooler children of age group 3 to 6 years old with handwriting difficulties from Cambridge Foundation School FSD and Behan Je Memorial school FSD, Pakistan. Read more about this study
- Who is it for?
- Ages 3 to 6 yearsHealthy volunteers can take part
- Conditions the study is for
- Child Development
- What is being tested?
- Conventional writing and Embodied writing
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 148 participants
- Where
- 1 sitePakistan
- Study dates
- 27 Oct 2025to 10 Feb 2026
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 3 to 6 years
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- Child has poor handwriting as assessed by the HPSQ (20)
- Child is of age between 3-6 years.
- The child attends a regular primary school.
- Both boys and girls will be included in the study.
Who cannot join
- Developmental delay
- Physical impairment of upper extremity
- Hearing deficit (21)
- Visual problem
- Any recent trauma to upper limb
- Gross motor impairment
- Neurological deficit
- Receiving any Physiotherapy before
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
Pakistan1 site, 1 recruiting
- Recruiting
Imran Amjad
Lahore, Punjab Province, 5400
Muhmmad Asif Javed, MS, 033224209422, a.javed@ripah.edu.pk
Ayesha Asif, MS*, 03241511881, ayeshaawan010@gmail.com
About this study
Official title: Effects of Embodied Writing Versus Conventional Writing Practice for Handwriting in Preschool Children.
This randomized clinical trial will involve 148 preschooler children of age group 3 to 6 years old with handwriting difficulties from Cambridge Foundation School FSD and Behan Je Memorial school FSD, Pakistan. The participants will be divided into two groups: Group A will follow conventional writing practices with parental ergonomics guidance, while Group B will engage in embodied writing practices combined with ergonomic education for parents. Over 8 weeks, handwriting legibility, speed, and motor coordination will be assessed pre- and post-intervention using the Handwriting Proficiency Screening Questionnaire and the Minnesota Handwriting Assessment Scale. The study aims to evaluate each approach's effectiveness in addressing handwriting challenges, providing insights into embodied learning's potential impact on early childhood education. Data analysis will be conducted using SPSS version 23.
Read the detailed description
This study explores the potential of embodied writing techniques to improve handwriting abilities in preschoolers, comparing it to traditional writing practices. Handwriting is foundational for cognitive development and academic performance, yet preschoolers often face challenges with it, stemming from issues in fine motor skills and coordination. Traditional writing methods typically emphasize structured exercises focused on repetitive tracing to enhance motor accuracy, but recent studies suggest that embodied writing learning through physical movement could offer unique benefits. By engaging the whole body, embodied writing encourages motor and cognitive engagement, helping children internalize movements and potentially improving both handwriting skills and overall learning engagement.
This randomized clinical trial will involve 148 preschooler children of age group 3 to 6 years old with handwriting difficulties from Cambridge Foundation School FSD and Behan Je Memorial school FSD, Pakistan. The participants will be divided into two groups: Group A will follow conventional writing practices with parental ergonomics guidance, while Group B will engage in embodied writing practices combined with ergonomic education for parents. Over 8 weeks, handwriting legibility, speed, and motor coordination will be assessed pre- and post-intervention using the Handwriting Proficiency Screening Questionnaire and the Minnesota Handwriting Assessment Scale. The study aims to evaluate each approach's effectiveness in addressing handwriting challenges, providing insights into embodied learning's potential impact on early childhood education. Data analysis will be conducted using SPSS version 23.
- Conditions
- Child Development
- Being tested
- Conventional writing, Embodied writing
- Keywords
- Embodied writing, Conventional writing, HPSQ, MHA.
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Conventional writingOther
Participants will perform: Tracing Patterns worksheets 5 repetitions of each for 15 min 3 times a week on alternate days for 8 weeks.Pencil Hold Exercises for Fingers:
- Letter formation practice
- Connecting Dots
- Drawing Lines 5 repetitions of each for 25 min 3 times a week on alternate days for 8 weeks. 2. Guidelines about Correct Posture while writing will be given to Parents and class teacher.
- Post intervention assessment by tool MHA will use.
Embodied writingOther
Participants will involve whole body to perform these exercises:
- Air Writing
- Body Letter Shapes
- Sand or Salt Tray tracing
- Ribbon or Scarf writing 5 repetitions of each for 25 min 3 times a week on alternate days for 8 weeks.
Obstacle course:
- Balance Beam Letter (Walk along a beam or line on the floor, pausing to "write" a letter in the air or on a chalkboard at each end).
- Letter Hopscotch (Hop between large letters drawn on the ground, calling out each letter's name or tracing its shape with a finger or a foot as they land on it).
- Jump and Trace spots (Jump onto letter mats and trace the letter with fingers, a hand, or foot).5 repetitions of each for 15 min 3 times a week on alternate days for 8 weeks 3. Guidelines about Correct Posture while writing will be given to Parents and class teacher.
- Post intervention assessment by tool MHA will use.
| Study group | Role | What they receive |
|---|---|---|
| Group A | Active comparator | Conventional writing Receives: Other: Conventional writing |
| Group B | Active comparator | Embodied writing Receives: Other: Embodied writing |
What is being measured
The primary outcome is the main question the study is designed to answer.
Hand Proficiency Screening Questionnaire
The HPSQ-C can be used for a variety of academic and therapeutic purposes, including identifying handwriting deficiencies in school-aged children.An evaluation instrument called a handwriting proficiency screening questionnaire is used to gauge a person's handwriting abilities in a number of areas, including legibility, speed, motor control, and general handwriting quality. Its goal is to pinpoint issues or problems that could affect clear textual communication. It usually consists of questions about writing posture, grip, endurance, alignment, spacing, and letter formation. Teachers, therapists, and researchers frequently use this kind of questionnaire to evaluate children's or adults' handwriting skills. It can also be used as a preliminary screening tool to ascertain whether more thorough testing or intervention is required.
Measured: Pre and post evaluation 1st week to 8th week
Secondary outcomes (1)
Minnesota Handwriting Assessment MHA
The MHA assesses children's handwriting skills by concentrating on five distinct areas: legibility, form, alignment, size, and spacing. Teachers and occupational therapists can use this evaluation to compare a child's handwriting skills to age-appropriate standards. The Minnesota Handwriting Test was created to satisfy occupational therapists' desire for a norm-referenced, educationally relevant assessment that could both identify pupils who struggle with handwriting and track the efficacy of treatment.
Measured: Pre and Post evaluation 1st week to 8th week
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted24 Nov 2025
- Study start27 Oct 2025
- Primary completion25 Jan 2026 (estimated)
- Study completion10 Feb 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (2)Papers the sponsor has linked to this study.
- Other trials for Child DevelopmentStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- This randomized clinical trial will involve 148 preschooler children of age group 3 to 6 years old with handwriting difficulties from Cambridge Foundation School FSD and Behan Je Memorial school FSD, Pakistan. The participants will be divided into two groups: Group A will follow conventional writing practices with parental ergonomics guidance, while Group B will engage in embodied writing practices combined with ergonomic education for parents. Over 8 weeks, handwriting legibility, speed, and motor coordination will be assessed pre- and post-intervention using the Handwriting Proficiency Screening Questionnaire and the Minnesota Handwriting Assessment Scale. The study aims to evaluate each approach's effectiveness in addressing handwriting challenges, providing insights into embodied learning's potential impact on early childhood education. Data analysis will be conducted using SPSS version 23.
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 148 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Riphah International University
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
- Investigators
- Ayesha Asif, MS-PT, Principal investigator, Riphah International University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07244120
- Sponsor's protocol ID
- REC/RCR&AHS/AYESHAASIF
- Status last verified
- Nov 2025
- First submitted
- 17 Nov 2025
- Last updated
- 24 Nov 2025
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Rosenblum S, Gafni-Lachter L. Handwriting Proficiency Screening Questionnaire for Children (HPSQ-C): Development, Reliability, and Validity. Am J Occup Ther. 2015 May-Jun;69(3):6903220030. doi: 10.5014/ajot.2015.014761.
PubMed 25871594Klein E, Montgomery I, Zwicker JG. Evidence for pre-printing interventions: A scoping review. Journal of Occupational Therapy, Schools, & Early Intervention. 2021;14(4):400-36.
Study at a glance
From the registry record, last updated by the sponsor on 24 Nov 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effects of Embodied Writing Versus Conventional Writing Practice for Handwriting in Preschool Children.
- ClinicalTrials.gov ID
- NCT07244120
- Acronym / sponsor ID
- REC/RCR&AHS/AYESHAASIF
- Conditions
- Child Development
- Keywords
- Embodied writing, Conventional writing, HPSQ, MHA.
- Study type
- Interventional
- Recruitment status
- Recruiting
- Enrolment
- 148 participants (estimated)
- Lead sponsor
- Riphah International UniversityUniversity, hospital or other
- Study start
- 27 Oct 2025 (actual)
- Primary completion
- 25 Jan 2026 (estimated)
- Study completion
- 10 Feb 2026 (estimated)
- First posted
- 24 Nov 2025 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This randomized clinical trial will involve 148 preschooler children of age group 3 to 6 years old with handwriting difficulties from Cambridge Foundation School FSD and Behan Je Memorial school FSD, Pakistan. The participants will be divided into two groups: Group A will follow conventional writing practices with parental ergonomics guidance, while Group B will engage in embodied writing practices combined with ergonomic education for parents. Over 8 weeks, handwriting legibility, speed, and motor coordination will be assessed pre- and post-intervention using the Handwriting Proficiency Screening Questionnaire and the Minnesota Handwriting Assessment Scale. The study aims to evaluate each approach's effectiveness in addressing handwriting challenges, providing insights into embodied learning's potential impact on early childhood education. Data analysis will be conducted using SPSS version 23.
Detailed description
This study explores the potential of embodied writing techniques to improve handwriting abilities in preschoolers, comparing it to traditional writing practices. Handwriting is foundational for cognitive development and academic performance, yet preschoolers often face challenges with it, stemming from issues in fine motor skills and coordination. Traditional writing methods typically emphasize structured exercises focused on repetitive tracing to enhance motor accuracy, but recent studies suggest that embodied writing learning through physical movement could offer unique benefits. By engaging the whole body, embodied writing encourages motor and cognitive engagement, helping children internalize movements and potentially improving both handwriting skills and overall learning engagement.
This randomized clinical trial will involve 148 preschooler children of age group 3 to 6 years old with handwriting difficulties from Cambridge Foundation School FSD and Behan Je Memorial school FSD, Pakistan. The participants will be divided into two groups: Group A will follow conventional writing practices with parental ergonomics guidance, while Group B will engage in embodied writing practices combined with ergonomic education for parents. Over 8 weeks, handwriting legibility, speed, and motor coordination will be assessed pre- and post-intervention using the Handwriting Proficiency Screening Questionnaire and the Minnesota Handwriting Assessment Scale. The study aims to evaluate each approach's effectiveness in addressing handwriting challenges, providing insights into embodied learning's potential impact on early childhood education. Data analysis will be conducted using SPSS version 23.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (participant)
- Number of arms
- 2
- Model description
- This randomized clinical trial will involve 148 preschooler children of age group 3 to 6 years old with handwriting difficulties from Cambridge Foundation School FSD and Behan Je Memorial school FSD, Pakistan. The participants will be divided into two groups: Group A will follow conventional writing practices with parental ergonomics guidance, while Group B will engage in embodied writing practices combined with ergonomic education for parents. Over 8 weeks, handwriting legibility, speed, and motor coordination will be assessed pre- and post-intervention using the Handwriting Proficiency Screening Questionnaire and the Minnesota Handwriting Assessment Scale. The study aims to evaluate each approach's effectiveness in addressing handwriting challenges, providing insights into embodied learning's potential impact on early childhood education. Data analysis will be conducted using SPSS version 23.
| Arm | Type | Receives |
|---|---|---|
| Group A | Active comparator | Other: Conventional writingConventional writing |
| Group B | Active comparator | Other: Embodied writingEmbodied writing |
Who may qualify
- Ages
- 3 to 6 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (4 listed)
- Child has poor handwriting as assessed by the HPSQ (20)
- Child is of age between 3-6 years.
- The child attends a regular primary school.
- Both boys and girls will be included in the study.
Key exclusion criteria (8 listed)
- Developmental delay
- Physical impairment of upper extremity
- Hearing deficit (21)
- Visual problem
- Any recent trauma to upper limb
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Conventional writingParticipants will perform: Tracing Patterns worksheets 5 repetitions of each for 15 min 3 times a week on alternate days for 8 weeks.Pencil Hold Exercises for Fingers: * Letter formation practice * Connecting Dots * Drawing Lines 5 repetitions of each for 25 min 3 times a week on alternate days for 8 weeks. 2. Guidelines about Correct Posture while writing will be given to Parents and class teacher. 3. Post intervention assessment by tool MHA will use. | Other | Group A |
| Embodied writingParticipants will involve whole body to perform these exercises: * Air Writing * Body Letter Shapes * Sand or Salt Tray tracing * Ribbon or Scarf writing 5 repetitions of each for 25 min 3 times a week on alternate days for 8 weeks. Obstacle course: * Balance Beam Letter (Walk along a beam or line on the floor, pausing to "write" a letter in the air or on a chalkboard at each end). * Letter Hopscotch (Hop between large letters drawn on the ground, calling out each letter's name or tracing its shape with a finger or a foot as they land on it). * Jump and Trace spots (Jump onto letter mats and trace the letter with fingers, a hand, or foot).5 repetitions of each for 15 min 3 times a week on alternate days for 8 weeks 3. Guidelines about Correct Posture while writing will be given to Parents and class teacher. 4. Post intervention assessment by tool MHA will use. | Other | Group B |
Primary outcome
Hand Proficiency Screening Questionnaire
Time frame: Pre and post evaluation 1st week to 8th week
The HPSQ-C can be used for a variety of academic and therapeutic purposes, including identifying handwriting deficiencies in school-aged children.An evaluation instrument called a handwriting proficiency screening questionnaire is used to gauge a person's handwriting abilities in a number of areas, including legibility, speed, motor control, and general handwriting quality. Its goal is to pinpoint issues or problems that could affect clear textual communication. It usually consists of questions about writing posture, grip, endurance, alignment, spacing, and letter formation. Teachers, therapists, and researchers frequently use this kind of questionnaire to evaluate children's or adults' handwriting skills. It can also be used as a preliminary screening tool to ascertain whether more thorough testing or intervention is required.
1 secondary outcome
Minnesota Handwriting Assessment MHA
Time frame: Pre and Post evaluation 1st week to 8th week
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 24 Nov 2025.
- Background: PubMed 25871594Rosenblum S, Gafni-Lachter L. Handwriting Proficiency Screening Questionnaire for Children (HPSQ-C): Development, Reliability, and Validity. Am J Occup Ther. 2015 May-Jun;69(3):6903220030. doi: 10.5014/ajot.2015.014761.
- BackgroundKlein E, Montgomery I, Zwicker JG. Evidence for pre-printing interventions: A scoping review. Journal of Occupational Therapy, Schools, & Early Intervention. 2021;14(4):400-36.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
Ayesha Asif, MS-PT principal investigator
Riphah International University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Conventional writing and Embodied writing in people with Child Development, run by Riphah International University at 1 site in Pakistan.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 4 inclusion and 8 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: looking for participants now, as of the sponsor's last update on 24 Nov 2025. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Pakistan. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact IMRAN AMJAD, PhD (9233224390125, imran.amjad@riphah.edu.pk), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Hand Proficiency Screening Questionnaire (time frame: Pre and post evaluation 1st week to 8th week). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07244120, which also lists 2 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 24 Nov 2025.