NAT produced large gains in Chinese handwriting construction and accuracy but no significant effect on directionality was detected¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i0–i3
Currency · newest study 2026 · checked against its sources 2026-10-26 (automated, 2 of 2 entries) · not reviewed by a person
Design limits · Han Jiang 2026: the intervention came bundled with another change (read from the study by two models, 2026-10-26)

Subclaims¶

q3 i3 Significant Time × Group interactions emerged for handwriting Construction (η²p = 0.68) and Accuracy (η²p = 0.45), while Directionality showed no significant effects. → Han Jiang 2026 q3 i0 The Directionality domain showed no significant Time, Group, or interaction effects (all η²p ≤ 0.03). → Han Jiang 2026 (2)

Evidence¶

Han Jiang 2026¶

Han Jiang, Stuart J. Johnstone, Yingxin Li, Jinjin Lu & Bo-Bei Mao. (2026). Neurocognitive Academic Training to Improve Symptoms Executive Functions and Chinese Handwriting in Children with ADHD. npj Science of Learning. https://doi.org/10.1038/s41539-026-00415-9

q3 · i3 · causal · r2

THPC standardized handwriting assessment in the RCT. For Accuracy the interaction was F(1,54) = 43.43, p < 0.001, η²p = 0.45, with the control group showing a modest significant increase in accuracy problem scores; lower scores indicate fewer errors.

"For Construction, significant effects emerged for Time (F(1,54) = 101.97, p < 0.001, η²p = 0.65), Group (F(1,54) = 60.28, p < 0.001, η²p = 0.53), and their interaction (F(1,54) = 113.75, p < 0.001, η²p = 0.68)."

Han Jiang 2026 (2)¶

Han Jiang, Stuart J. Johnstone, Yingxin Li, Jinjin Lu & Bo-Bei Mao. (2026). Neurocognitive Academic Training to Improve Symptoms Executive Functions and Chinese Handwriting in Children with ADHD. npj Science of Learning. https://doi.org/10.1038/s41539-026-00415-9

q3 · i0 · causal · r2

THPC directionality factor (e.g., reversed components) in the same RCT showed no statistically significant effects (time, group or interaction), with printed η²p values at or below 0.03; non-significance does not establish that the training had no effect on directionality.

"For Directionality, no significant effects were found: Time main effect (F(1,54) = 0.55, p = 0.464, η²p = 0.01), Group main effect (F(1,54) = 0.68, p = 0.415, η²p = 0.01), or interaction (F(1,54) = 1.79, p = 0.187, η²p = 0.03)."

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• Different types of handwriting interventions produce equivalent gains in handwriting legibility and fluency — reports the opposite
• Teachers in the SRL-AIDE program showed greater pre-to-post gains than a comparison group in both the explicitness and duration of their in-class SRL practices — related
• NAT significantly reduced parent-rated inattention in children with ADHD relative to control (η²p = 0.46) — related