"Tracing Differences: The Role Of Age, Gender, And Bilingual Scripts In Handwriting Proficiency"

Abstract

Handwriting is a fundamental skill in early education, serving as a primary mode of communication and a critical factor for academic achievement^{1, 2}. Beyond its functional role, handwriting proficiency is strongly associated with literacy development, cognitive processing, and psychosocial outcomes such as self-esteem and motivation^{3, 4}. Despite technological advancements, handwriting remains integral in classrooms, examinations, and early learning assessments⁵.Handwriting is a complex process involving the coordination of fine motor skills, visual-motor integration, kinesthetic feedback, and cognitive planning⁶. Difficulties in handwriting can lead to poor academic performance and emotional distress, underscoring the importance of early identification and intervention¹. The development of handwriting skills is influenced by multiple factors, including gender, age, language, and instructional quality_{7, 8}

Previous studies have consistently reported gender differences in handwriting proficiency, with girls outperforming boys in legibility and speed ^{5, 7}. This disparity is often attributed to earlier maturation of fine motor control and greater attentional focus in girls⁹. Age is another determinant, as handwriting skills are expected to improve with grade progression due to increased practice and cognitive maturity¹⁰. However, the extent of improvement varies, and some children continue to struggle, impacting academic outcomes⁶.In multilingual contexts such as India, children often learn to write in two scripts, which differ in visual complexity, stroke sequences, and spatial demands¹¹(Nag & Snowling, 2012). Tamil and English scripts pose unique motor and perceptual challenges that may influence handwriting performance differently. Despite these challenges, research on handwriting development in bilingual settings remains limited.This study aims to examine the effects of age and gender on handwriting legibility among children aged 6–12 years in Tamil and English using the Handwriting Proficiency Screening Questionnaire (HPSQ). Understanding these influences will inform targeted interventions and language-sensitive educational strategies to enhance handwriting proficiency.