https://nova.newcastle.edu.au/vital/access/ /manager/Index ${session.getAttribute("locale")} 5 https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:40781 Rs model) of grapheme–phoneme relations. We conducted a two-group, pre/posttest study at two Australian schools across four kindergarten classes (n = 77 students). One school received the intervention, and the other continued with standard teaching. Participants (mean age = 5 years 8.45 months, standard deviation = 4.18 months) at both schools were assessed at baseline, immediately after the eight-week intervention period, and at 12 weeks following the end of the intervention (follow-up). We used linear mixed models to determine the statistical significance of effects over three time intervals. We identified statistically significant Group × Time effects for letter name knowledge and word reading, whereas changes in letter sound knowledge and nonsense word–reading fluency approached statistical significance. These results indicate that a handwriting intervention, incorporating repeated practice in recalling and reproducing letter forms, had a statistically significant impact on early reading skills.]]> Wed 20 Jul 2022 09:39:30 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:48074 Wed 06 Sep 2023 15:45:09 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:46631 Wed 06 Mar 2024 15:06:05 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:49056 Wed 03 May 2023 15:47:03 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:47069 Tue 13 Dec 2022 16:14:30 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:46925 Tue 13 Dec 2022 15:13:19 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:46808 Mon 05 Dec 2022 08:51:43 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:54838 Fri 15 Mar 2024 11:53:25 AEDT ]]>