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Supporting handwriting in the Primary School

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Legible writing skills improved significantly following the intervention, demonstrating the positive impact of tailored teaching methods.
Self-awareness and self-confidence among students increased, supported by families' positive perceptions of the intervention's effects.
A case study approach allowed for repeated cycles of diagnosis, intervention, and evaluation, ensuring methodological rigor and relevance.
The functional methodological scheme enhanced teachers' reflection in practice while addressing handwriting deficits.

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Case study reveals improved handwriting skills in primary students through targeted interventions, highlighting self-awareness benefits.

GIANNOULAS GEORGIOS (2025) studied this question.

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