Regarding the lack of empirical studies on commonly assumed effects of handwriting type on handwriting achievement among school children (Mahrhofer, 2004; Medwell & Wray, 2007), this study aimed at investigating the impact of a newly developed handwriting type (in German called “Basisschrift”) on handwriting achievement in 95 elementary school children. The main focus was on the question whether the new type supports children better to acquire a fluent and legible handwriting than the traditional type.

The "Basisschrift" has been taught in a growing number of elementary schools of the Canton of Lucerne (Switzerland) since 2006. Today the majority of the schools of this Canton has changed to the new handwriting type despite several uncertainty and criticism about its impact. The new handwriting type not only brings some simplifications compared to its predecessor (the traditional cursive Swiss handwriting type) but also has some pedagogical implications. In fact, this handwriting type allows a more continuous development as the child needs to learn only one alphabet just from the beginning and later joins some (but not all) letters. This is an easier task compared to the former handwriting training that first introduced print letters and then changed to a second completely joined handwriting type. The new handwriting type (Basisschrift) allows more individual variation regarding the design of the letters, in addition it requires connections between letters only if the particular connection promotes speed, fluency and legibility of writing. Learning this handwriting type requires active experimentation, decision making and different exercises and, in consequence, also requires particular coaching activities by the teacher.

Due to these properties we assumed a positive impact of the new handwriting type “Basisschrift” on fluency and speed as well as on legibility compared to the traditional cursive handwriting type. These assumptions were mostly confirmed in two studies with a quasi-experimental design. The first study investigated 96 children in grade 2 and 3, randomly selected from 13 school classes. Half of these classes were taught the traditional handwriting type while the other half had already changed to the new type “Basisschrift” (Hurschler, Saxer & Wicki, 2008). 

Hurschler Lichtsteiner, S., Saxer Geiger, A., Wicki, W. (2008). Schreibmotorische Leistungen im frühen Primarschulalter in Abhängigkeit vom unterrichteten Schrifttyp. Forschungsbericht Nr. 18 der Pädagogischen Hochschule Zentralschweiz, Hochschule Luzern. Luzern: PHZ Luzern. Publication retrieved January 15, 2010 from: http://www.fe.luzern.phz.ch/fileadmin/media/fe.luzern.phz.ch/SB_18_Basisschrift.pdf Mahrhofer, C. (2004). Schreibenlernen mit graphomotorisch vereinfachten Schreibvorgaben. Eine experimentelle Studie zum Erwerb der verbundenen Ausgangsschrift in der 1. und 2. Jahrgangsstufe. Bad Heilbrunn: Klinkhardt. Marquardt, C. (2007). CS Computerunterstützte Analyse der Bewegungsabläufe beim Schreiben. Bedienungshandbuch. München: Verlag MedCom. Medwell, J. & Wray, D. (2007). Handwriting: What do we know and what do we need to know? Literacy, 41, 10-15.