GrafMilis

Duration: June 2022 – July 2023
Status: Completed
Educational Level: Special Needs Education, Primary Level
Topic: Digital Tools
Keywords: Handwriting

Initial Situation

Despite increasing digitalisation, handwriting remains a core cultural skill and plays an important role in school learning and cognitive development. At the same time, research findings and feedback from practice indicate that the writing motor skills of many children are declining, both in quality and in stamina. Teachers face the challenge of supporting children in acquiring legible and fluent handwriting, yet often have few suitable diagnostic tools or digital support options available. Moreover, reliable and up-to-date data on the motor quality of handwriting in Swiss primary schools are lacking.

Objectives

The project aimed to systematically collect and analyse the motor quality of handwriting of primary school children across different age levels. At the same time, it sought to highlight the potential of digital instruments for detecting irregularities and for supporting instruction. By combining analogue and digital data collection methods, the intention was to establish an evidence based foundation for the future oriented development of handwriting instruction.

Method

Both analogue and digital methods were used to assess handwriting quality. Analogue assessments were conducted using the established GRAFOS screening and the SEMS (System for the Evaluation of Motor Skills in Writing Movements). GRAFOS comprises a graphomotor screening, an observation sheet, and instruments for detailed diagnostics, and forms the basis of the inclusive didactic concept GRAFINK. In addition, the digital tool Dynamilis was employed. Using machine learning, it identifies and quantifies handwriting irregularities and captures precise real-time data on writing dynamics via a tablet and digital pen.

A total of 1,484 children from five German-speaking cantons were studied. The data were analysed with regard to grade level, gender, and individual motor difficulties. This mixed-methods approach allowed for a multi-perspective exploration of handwriting development.

Results

The evaluation showed marked differences in handwriting quality depending on grade level, gender, and motor development. Irregularities were more frequent than anticipated and were sometimes concealed behind a seemingly “normal” script. The combination of GRAFOS, SEMS and Dynamilis enabled a differentiated diagnosis and revealed patterns that would scarcely have been recognisable through purely analogue observation. Dynamilis proved particularly helpful for fine grained analysis of writing movements (e.g. pressure, speed, rhythm) and could be well integrated into classroom instruction. The children worked independently and with focus using the app, which facilitated individualised support. Gamification elements, direct feedback and personalised exercise suggestions supported the learning process in a measurable way. In conjunction with analogue exercises, a motivating and versatile approach to handwriting support was created, especially in heterogeneous classes.

Implemented Translation

Based on the project results, a practice oriented guide for teachers was developed, promoting the targeted use of digital diagnostic tools in teaching. The project team formulated recommendations for integrating digital and analogue methods into handwriting instruction and provided schools with materials enabling evidence based handwriting support. Furthermore, a dialogue with educators, specialists, and institutions was pursued in order to broadly transfer the findings into practice. Initial feedback indicates that digital tools such as Dynamilis are perceived as a feasible everyday complement in the school context.

The project made an important contribution to the further development of handwriting instruction in the digital age. It raised teachers’ awareness of the relevance of motor development in writing and demonstrated practical ways in which digital diagnostics can be meaningfully integrated. The results are being used in teacher education and in everyday school practice and have the potential to contribute in the long term to improved identification and support of children with motor difficulties. In doing so, the project strengthens evidence-based practice in the field of written language support.

Participating Institutions