Abstract

Objective: In this project, the effect of fine-movements training of hands was evaluated in child-ren’s academic advancement and improvement of drawing and writing skills.

Method: This was an experimental research project. The effectiveness of this interventional method was evaluated on 36 slow learner students randomly allocated to experimental and control groups. The subjects in the two groups were matched in terms of sex, age, level of family education, in-telligence, and body size variables. The subjects were selected from 6-8 year old students of two slow learners -special education- schools in Tehran. They were appraised by diagnostic evaluation, intelligence test, school readiness, and via functional assessment and demographical question-naires.During a three-month period, the experimental group received some training on fine-move- ments skills of hands on one and one basis, three times a week. The control group was evaluated only in pre-and posttests and received no interventions. The posttests were conducted in both groups three months after the completion of the educational sessions. The data collected in pre-and post-tests were analyzed by two–factor ANOVA with repeated measures of c², Pearson correlation coefficient, and Mann-Whitney test.

Findings: As a result of fine movements training of hands, a significant difference was observed between the pre-and posttests segments of the experiment on drawing and writing skills of the sub- jects.

Results: Fine-movements training of hands enhances drawing and writing skills of students in slow learner schools.