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Correlation between Development of Handwriting Skills and Cognitive Abilities in Primary School Children

Background: Handwriting skills are the outcome of a multiplex integration of sensorimotor, cognitive, perceptual, visual, and sensory systems cooperating to complete a successful writing activity. Objective: To detect the relationship between the development of cognitive abilities and handwriting skills in primary school children. Methods: one hundred and fifty volunteer children with ages ranging from nine to eleven years, taught in the Arabic language as a primary language, right-handed children not suffering from any musculoskeletal problems or physical disabilities, with normal visual acuity even with eyeglasses participated in this study. Handwriting legibility was assessed using the handwriting legibility scale, and cognitive abilities such as verbal comprehension, perceptual reasoning, working memory, and processing speed were assessed using the Wechsler scale. Results: The results revealed that there was a weak positive non-significant correlation between handwriting skills and cognitive abilities (perceptual reasoning, verbal comprehension, working memory, and total score) while there was a weak negative non-significant correlation between handwriting skills and working processing speed. Conclusion: according to the current research results, there is a weak positive non-significant correlation between handwriting skills and the development of cognitive abilities in primary school children.