OBJECTIVE: This study examined the test-retest reliability of the legibility portion of the Evaluation Tool of Children's Handwriting-Manuscript (ETCH-M). METHOD: The sample consisted of 31 first-grade and second-grade students with handwriting dysfunction. The ETCH-M was administered two times, 1 week apart, to participants. The primary investigator acted as sole rater and followed standard scoring procedures. RESULTS: The reliability coefficients were .63 for total numeral legibility .77 for total letter legibility, and .71 for total word legibility. Individual task reliability coefficients were generally lower and ranged from .20 (near-point copy) to .76 (alphabet uppercase). CONCLUSION: Total letter, total word, and uppercase letter legibility were more stable than total numeral legibility scores and other individual tasks scores. When evaluating handwriting for a child, it is important to consider ETCH legibility scores as only one aspect of a comprehensive evaluation.
OBJECTIVE: This study examined the test-retest reliability of the legibility portion of the Evaluation Tool of Children's Handwriting-Manuscript (ETCH-M). METHOD: The sample consisted of 31 first-grade and second-grade students with handwriting dysfunction. The ETCH-M was administered two times, 1 week apart, to participants. The primary investigator acted as sole rater and followed standard scoring procedures. RESULTS: The reliability coefficients were .63 for total numeral legibility .77 for total letter legibility, and .71 for total word legibility. Individual task reliability coefficients were generally lower and ranged from .20 (near-point copy) to .76 (alphabet uppercase). CONCLUSION: Total letter, total word, and uppercase letter legibility were more stable than total numeral legibility scores and other individual tasks scores. When evaluating handwriting for a child, it is important to consider ETCH legibility scores as only one aspect of a comprehensive evaluation.