Effectiveness of Write Start-K, an embedded, therapeutic handwriting program for kindergarten students

Karen Ray, Kerry Dally, Alison Lane

The University of Newcastle

Karen Ray has  worked in clinical, educational and and policy implementation roles in child and adult mental health. For the past six years she has worked for a large regional NSW primary school as part of the learning support team, focussing on interventions that maximise student participation and well being. Karen is undertaking a Doctorate looking at the effectiveness of whole of class handwriting interventions and the links between foundation skills and literacy for Kindergarten students. Karen's Doctorate is supervised by both the School of Occupational Therapy and the School of Education at the University of Newcastle.