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Research Article
Issue Date: April 1998
Published Online: April 01, 1998
Updated: April 30, 2020
Test–Retest Reliability of the Evaluation Tool of Children’s Handwriting-Manuscript
Susan M. Diekema; Jean Deitz; Susan J. Amundson
Author Affiliations
  • Susan M. Diekema, MS, OTR, is Occupational Therapist, Harborview Medical Center, Seattle, Washington. At the time of this study, she was Graduate Student, Department of Rehabilitation Medicine, University of Washington, Seattle, Washington. (Mailing address: 18140 60th Place NE, Seattle, Washington 98155)
  • Jean Deitz, PhD, OTR, FAOTA, is Professor, Department of Rehabilitation Medicine, University of Washington, Seattle, Washington
  • Susan J. Amundson, MS, OTR, is Executive Director of a pediatric private practice, Homer, Alaska, and Clinical Instructor, Department of Rehabilitation Medicine, University of Washington, Seattle, Washington
Article Information
Pediatric Evaluation and Intervention / School-Based Practice / Research
Research Article   |   April 01, 1998
Test–Retest Reliability of the Evaluation Tool of Children’s Handwriting-Manuscript
American Journal of Occupational Therapy, April 1998, Vol. 52, 248-255. https://doi.org/10.5014/ajot.52.4.248
American Journal of Occupational Therapy, April 1998, Vol. 52, 248-255. https://doi.org/10.5014/ajot.52.4.248
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Abstract

Objective. This study examined the test–retest reliability of the legibility portion of the Evaluation Tool of Children’s Handwriting-Manuscript (ETCH-M).

Method. The sample consisted of 31 first-grade and second-grade students with handwriting dysfunction. The ETCH-M was administered two times,1 week apart, to participants. The primary investigator acted as sole rater and followed standard scoring procedures.

Results. The reliability coefficients were .63 for total numeral legibility, .77 for total letter legibility, and .71 for total word legibility. Individual task reliability coefficients were generally lower and ranged from .20 (near-point copy) to.76 (alphabet uppercase).

Conclusion. Total letter, total word, and uppercase letter legibility were more stable than total numeral legibility scores and other individual tasks scores. When evaluating handwriting for a child, it is important to consider ETCH legibility scores as only one aspect of a comprehensive evaluation.