We investigated the validity of using the Handwriting Scale from the Test of Written Language (Ham-mill & Larsen, 1983) to measure the general legibility of learning disabled students’ writing. The use of the scale with the learning disabled students was supported: Elements considered central to effective handwriting combined to account for approximately two thirds of the variance in learning disabled students’ scores on the scale, and three elements (letter formation, spacing, and neatness) contributed significantly in the prediction of scores. The study also provided a much-needed description of learning disabled students’ handwriting. As a group, the legibility of the writing of the learning disabled students was generally poor, and they received low scores on all elements except slant.
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