Evaluation Tool of Children's Handwriting

Task Sheet
Near-Point Copying

S£ios
I
flew b!f ihe moon.

© Copyrighl 1995 by 0 .T. KIDS

r
tion Tool of Children's Handwriting
Evalua
Task Sheet
Manuscript-to-Cursive Transition

na1.1,l:i aved io si x ij coug;_ below.

Asiro w

© Copyright 1995 by O.T. KIDS

 Evaluation Tool of Children's Handwriting
Task Sheet
Near-Point Copying

d ~ ~ m b li J , t&mwv:n .

1 © Copyright 1995 by O.T. KIDS

 Evaluation Tool of Chi\dren1s Handwriting
Response Booklet

Name
\. Alphabet Writing
Lower-Case Letters

Upper-Case Letters

II. Numeral Writing

Permission lo repro duce for ETCH administration 1995

 ETCH Response Booklet

Ill. Near-Point Copying

IV. Far-Point Copying

V. Dictation

VI. Sentence Composition

Permission lo reproduce for ETCH administration 1995 2

 Evaluation Tool of Children s Handwriting 1

Response Booklet

Name _ _ _ _ _ _ _ _ __

I. Alphabet Writing
Lower-Case Letters

Upper-Case Letters

II. Numeral Writing

I Permission to reproduce ror ETCH administration 1995

-
 Evaluation Tool of Children's Handw
riting
Score Sheet
Child's Na me :
YR MO
Date of Evaluation: DA
Child's Gra de :
Examiner's Name: Date of Birth:
Ch ronologlcal Age:

KEY
I. ALPHABET WRITING OMIT =
omitted =
ILLEG illegible
A. lower-Case letters UNAQ = unaquired LF =letter formation AL =horizontal alignment
CASE = letter case
SZ =size SP =spacing
a b C d e f g h i j k I m n 0 p q r s t u
OM IT/U NAQ V W X y z SUBTOTALS
ILLE GIB LE
ILLEG TOTAL
LF
sz LEGIBLE [26- - l
AL LETTER LEGIBILITY %
SP
CAS E
TIME:

B Upper -Case Letters

t A B C D E F G H I J K L M N 0 p a R s T u V w X y z SUBTOTALS
OMIT/UNAO
ILLE GIB LE ILLEGTOTAL
LF
LEGIBLE [26-
sz I
LETTER LEGIBILITY %
AL
SP
CASE
TIME:

Pencil Grasps
Hand Preference
1/
Left Right Mixed

four Grasp Descriptors

fingers
Web Space
Open Elllptlcal Closed
Thumb Placement
Opposed Over Under

lateral dynamic Finger Positions

tripod tripod Mid-Range Extended Flexed

Permission to reproduce for

ETCH administration 1995
 ETCH Score Sheet
11. NUMERAL WR
ITING
1 2 3 4
OM IT/UN AQ 5 6 7 8 9 10
11 12 SUBTOTALS
ILLEGIBLE
LF ILLEG TOTAL
sz LEGIB LE [12 .
AL = 1
LETTER LEGIBILITY %
SP

TIME:

[ LEGIBILITY
Ill. NEAR-POINT COPYING
Ships flew by the moon.
WORD LEGIBLE #
LETTER LEGIBLE #
SPEED
RANK l
SEC LF
(5 words) (18 letters) MIN sz
% AL
% LETTERS/MIN SP
IV. FAR-POINT COPYING WORD LEGIBLE #
LETTER LEGIBLE #
Cows jumped in our sky. SEC LF
(5 word s) (18 letters) MIN sz
% AL
% LETTERS/MIN SP
V. DICTATION WORD/CODE LEGIBLE #
LETTER/NUMERAL LEGIBLE #
word comb ined
LF
boi-zt, cla-g y, 582-73 letter comb ined
(3 units) (l Oletters, 5 numerals) sz
zip code
numeral AL
% % SP
VI. SENTENCE COMPOSITION WORD LEGIBLE # LETTER LEGIBLE # SEC LF
attained possible attained possib le

Legibility%= # correct wordsLJetters x 100%

MIN sz
# total words/letters AL
% % LETTERS/MIN SP
TASKS WORD LETTER
TOTAL ETCH LEGIBILITY SCORES lo
NUMERAL
l 26
lb I 26
II I 12
Ill 5 18
IV 5 18
V 2 10 I 5
I . v Totals Attained/Possible (12) (98) I 17
odd VI
TOTALS
ATTAINED/POSSIBLE
TOTAL
I
LEGIBILITY o/o

Permission to reproduce for ETCH administratio 2

n 1995
 ETCH Score Sheet

PENCIL MANAGEMENT
COMMENTS
Continual Writing Movement Fluent Irregular Dysfluent

Positional Consistency
of Pencil Consistent Inconsistent

Positional Consistency
of Paper Consistent Inconsistent

Pencil Pressure Suitable Heavy Light

Manipulating Pencil In Hand

Translation Complete Partial None
Shift Complete Partial None
Simple Rotation Complete Partial None
Complex Rotation Complete Partial None

CLASSROOM OBSERVATIONS

Permission to reproduce for ETCH administration 1995 3

 ClJRs1vE
Evaluation Tool of Children's Handwriting
Scor eSheet
Child's Nom e:
Child's Gro de: YR
Dat e of Evaluation: MO DA
Examiner's Nom e: Dat e of Birth:
Chr ono logi cal Age :

I. ALPHABET WRITING KEY

OMIT =omitted ILLEG =illegible
A. Lower-Case Letters =unaquired LF = letter formation
L
UNA Q CASE =letter case AL = horizontal alignment
SZ = size SP = spacing
8 b C d e f h
9 i j k I m n
OMIT /UNA Q 0 p q r s t u V W X y z SUBTOTALS
ILLE GIBL E
ILLEG TOTAL
LF
sz LEGIBLE (26- = l
AL LETTER LEGIBILITY %
SP
CAS E
TIME :
B. Upper-Case Letters

A B C D E F G H I J K L M N 0 p Q R s
OMIT IUNA Q
T u V w X y z SUBTOTALS

ILLE GIBL E ILLEG TOTAL

LF
sz LEGIBLE (26- = l
AL
LETTER LEGIB ILITY %
' SP
CASE
TIME :

Pencil Grasps
Hand Preference
~ left Right Mixed

four Grasp Descriptors

finge rs
Web Space
Open Elllptlcor Closed
Thumb Placement
Opposed Over Under

lateral Finger Positions

tripod Mid-Range Extended Flexed

Permission to reproduce for ETCH administration 1995

 ETCH Score Sheet
II. NUMERAL WRITING

1 2 3 4 5 6
1 8 9 10 11 12
OMIT/UNAQ 13 14 15 16 17 18 19
20 SUBTOTAL S
ILLEGIBLE
ILLEG TOTAL
LF
sz LEGIB LE [20 . = I
AL LETTER LEGIBILITY %
SP

TIME :

, LEGIBILITY SPEED PANK

Ill. NEAR-POINT COPYING WORD LEGIBLE # LETTER LEGIB LE #
SEC LF
Spaceships quickly orbited the moon.
(5 words)
MIN sz
(31 letters) AL
% % LETTERS/MIN SP
IV. FAR-POINT COPYING WORD LEGIBLE # LETTER LEGIBLE #
SEC LF
Sixty cows jumped and gazed at them .
(7 words)
MIN sz
(29 letters) AL
% % LETTERS/MIN
V. MANUSCRIPT-TO-CURSIVE WORD LEGIBLE # LETTER LEGIBLE #
SP
(/)
SEC LF 0
TRANSITION 0
Astronauts waved to sixty cows below.
MIN sz <D
(/)
(6 words) (31 letters) AL '::T
% % LETTERS/M IN CD
SP CD
VI. DICTATION WORD/CODE LEGIBLE # LETTER/NUMERAL LEGIBLE # cir'
LF
word comb ined letter
boi-zt, cla-gy, shr-um, 582-73 combined
sz
(4 units] (15 letters, 5 numerals) zip code numeral AL
% % SP
VII. SENTENCE COMPOSITION WORD LEGIBILE #
Legibility% = # correct words/letters x 100%
attain ed Ipossible
LETTER LEGIBLE #
attained possible
SEC
MIN
LF
sz
# total words/letters
AL
% % LETTERS/ MIN SP
TASKS WORD LETTER NUMERAL
TOTAL ETCH LEGIBILITY SCORES la I 26
lb I 26
II l 20
Ill 5 31
IV 7 29
V 6 31
VI 3 15 T 5
(11)
odd VII (158)

TOTALS
ATTAINED/POSSIBLE
TOTAL
I
LEGIBILITY o/o

Permission to reproduce for ETCH admin

istralion 1995 2
 CURs1vE
ETCH Score Sheet

PENCIL MANAGEMENT COMMENTS

Continual Writing Movement Fluent Irregular Dysfluent

Positional Consistency
of Pencil Consistent Inconsistent

Positional Consistency
of Paper Consistent Inconsistent

Pencil Pressure Suitable Heavy Light

Manipulating Pencil In Hand

Translation Complete Partial None

Shift Complete Partial None

Simple Rotation Complete Partial None

Complex Rotation Complete Partial None

CLASSROOM OBSERVATIONS

3
Permission to reproduce for ETCH administration 1995
r
Administration High lights
CH-M and ETCH -C)
NAM E WRITI NG (for ET int to th e ba seline
p a t th e mldl/ne . Po
fa ce -u
Response Booklet Is to No me on th e respo
ns e b ook/et
gu ide l/n es ne xt
of th e writing t name on this line."
d sta te : " CH ILD 'S NAME ", write yo ur firs
an

ing o f th e writin g
I. ALPHABET WRITINGy: " CHILD 'S NAME , starting here, (p oin t to th e b alphabet letters sepa-
eginn
WER- CASE LEITERS So /et) write each of the
LO
r-Cose Le tte rs on res
ponse bo ok a letter, you only
guide lin es be low Lo we
wi th z. If yo u make a mistake on
rti ng with a and en din g rs, put a dot (·)
rately in lower-c ase sta kn ow ho w to write on e of the lette
e. If by chance yo u do n't ace. Are you
get to erase it one tim 's na me in the wr itin g guidelines) in its pl
dot behind th e ch ild
like this (d ra w a small write it in
rea dy? Begin." Start
sto pwatch . this tim e wh en yo u write the alphabet,
Sta te : " CH ILD'S NA
ME , one time.
UPPER- CASE LEITERS let ter , re me mb er yo u only get to erase it
a tters on
you make a mistake on be /o w Up pe r-C ose Le
uppe r-case letters. If g of th e wr itin g gu ide lin es
Point to th e beginnin writin g th e alp ha be t.
You ca n begin here." c hild from th e be ginning to the en d of
ain tim e the
Resp onse Booklet . Ag

II. NUMERAL WRITIN

G mber, if you make a
mb er s 1 through 12. Reme
Sta te: "Th is time wr ite the nu can begin here."
on ly ge t to erase it one time. You
mistake on a numb er you onse Booklet. Ag ain
lines be low Nu me ra l Writing on Resp
Point to th e writin g mbers.
be gin nin g to the en d of writing the nu
time the child from the
ING to p ap pr oxim at ely
Ill . NEAR-POINT COPY ing Tas k Sheet on th e ch ild 's desk NAME,
Place th e b ot tom of
the Near-Point Co py dline . Sa y, " CHILD'S
onse Booklet at his mi
sp t. just th e task sh ee
top of the child 's Re Shee t. Child ma y ad
three inc hes from the nt en ce on th e Ta sk
int to writing lines
ud." Point to se e on these lines ." Po
read this sentence alo w wr ite the se nte nc ct a letter, you
. Sta te "OK, no ber if you need to corre
Child rea ds se nt en ce se Bo ok let . "R em em
pying on Resp on
below Ne ar-Po int Co in timin .
n on ly do so on e tim e. Ready? Be in." Be
ca
th e
IV. FAR-POINT COPY
ING desk an d 4 fe et from
ta pe to the wa ll 6 to 8 fee t from child 's th e wa ll ch ar t.
ch the W all Ch ar t wi th masking
ll ch art in front of yo u." Point to
At ta the wa .
k at the sentence on ntence on these lines
floor. State, "Now loo re ad It, If ne ed ed . "OK, now write the se g lin es d ire ctl y
sist the child to e time." Point to writin
"Can you r~ad it?" As rrect a let ter, you can only do so on Time th e ch ild .
to co
Remember rf you need on Resp onse Bo oklet . "Ready? Begin."
ing
be low Far-Poin t Co py
ent letters
V. DICTATION ~ of wr iting tas k. I will soy aloud differ
ent typ rds in lower-case
, now we will do a differ . You can write the wo
Sa y, " CHILD'S NAME m ak e a zip co de ( .
rpds atndt s_numbers be low Di ctatio n "Do NOT use upper
to
tottform 2 nthonsenI_se W.? on I
I o rnes dir ec tly lt•c ?s e
Be sure to wr e m 1ower-cose
or ca pital)
le ers on ese rnes. ple as e lis ten cio se ly
each letter one time so . ·
up pe r lef t qu ad ra nt )
write the I
letters. I will only say s lin e (p oin t to line s In f etters b, o,J
Ietters onIy. Are you ready? On thi lower lef t qu ad ra nt.) Next c 10 (pause 3
- z,f. (Poin t to e;~~~~.~s) - g, y.
(pause for 3 seconds) no w for the nu mb ers .. 5,8,2 (3:second Pi~s
qu ad ra nt.) And
(Poin t to up pe r rig ht
SITION
VI. SENTENCE COMPO · .
sentence ou ite. Be sure th e
State , " CH ILD'S NAME , this time you ca n
re words in it. 1 will giv
ma
e
ke
yo u
up
a
a
few se co nd s ~o ul d hkre to wr
e an d th en yo u
sentence has 5 or mo Se n ten ~t hi nk o~ a sentenc
" Point to the writin g
/Ine s be low nse bo ok let.
can write It down here. nc e, Just do t~ : b o~ po slflon ~n respo th e writing
sente es yo u can. Reco
rd
w to spell a word In the
".If you do n't know hoen de d sentence.
t,me only. Record Int

. KIDS
© Copyrigh t 1995 by O.T
( Scoring Guidelines Summary J
LETTER ·th1'n an an alph abe tica l or
etter s or Num erals . Any extra neou s lette rs or num b ers w,
Additional L
a sentence are crossed out (X).
numerica l sequence. word , zip cod e. or th
i may have sma ll circl es inste ad of dots abo ve the stems of e
Incomplete Letters. The letters j and
letters and still be considered legible.
writing lines
if they are larger or smaller in size than the
Letter Size. Letters are not scored as illeg ible
is assessed elsewhere in the ETCH .
or other letters in the writing sample. Size
r _wri~en on
ender written on a line overlaps with a le_tte
Overlapping Letters. If a letter with a desc /leg1
1 ble if they
idered illeg ible. Letters are also scor ed
the line dire ctly belo w it, both letters are cons
ptab le.
are overlapping adja cent ly. Touching is acce
idual letters of a word are poo rly plac ed
or rand oml y
Poorly Aligned Lette rs. Sometimes when indiv
contribute to a word's legibility.
align ed on the writing baseline, they can

WORD
Word Legibility vs. Letter Legibility. A word
ample, letter form s may be reversed withi
illeg ible but cons ist of legible letters. Spa
impa ct word legibllity.
Copied Words and Dictated Units (Letter-Case)
dem onst rate d, the lette r is cons idere d illegible. Contrary to this, inco rrec t lette
not
copi ed word or dicta ted unit does not imp
Dictated Words and Zip Codes (Sequencing).
zip codes is mandatory In order for the unit
Composed Words (Letter-Case). Letter-cas
words. Likewise, letter-case hos no effe ct
d Word s (Om itted Lette rs). If a word
Compose
calc ulate omit ted letters from the alph abe
Composed Words (Phonetic ally Correct).
ore alph abe tically corre ct or pho netic ally
the word moo se spell ed moo s and both ore
pose d Word s (Se~ arate d Wor~ s).
Com
words, such as today 1s separate d 1ntoto and
legible. For ex-
may con tain unre ada ble letters but still be
. Simil arly, a wor d may be
n a word but the word is read able
form ation may grea tly
cing and letter size as well as letter
d in a task and
. When a specific case of lette r is requ este
r-ca se a lone of a
act word or nonword legibility.
and num erals in
The prop er sequencing of letters In words
to be consider ed legible.
ility of com pos ed
e alone does not interfere with lette r legib
d sent enc e.
on word legibility in the child 's self-generate
led corr ectly,
is neither alph abe tically or pho netic ally spel
tical spelling.
ed legib le if they
Generated words by the chlld ore consider
be spelled as mi or
accu rate . For example, the word m y may
considered phonetically correct.
into 2 sepa rate
Whe n the inten ded. ~o':1posed word is broken
day, the word 1s still considered legible.

SPACING
. Dou ble-
ing betw een numerals is an ambivale nt task
N_ur1:1eral S~aclng._~ssessing ade qua te sF'oc ore ove _
d ade qua tely spac ed exce pt if numerals
d1g 1T and s1ngfe -d1g1t numerals are considere ble- d· ~t
spacing of numerals does not effe ct a dou
lopp ed and shore the same part. Slight over of a zip code .
,g,
number's legib ility but may influ ence that
'bTty f
ed within a word, it does not imp act the le 11 0
Spacing of Letters. When fetters ore overspoc letters that shore the sam e pa~
Und ersp oced
the lette r. It could effe ct word legib ility. or ore
blata ntly jolne d ore considered illegible
and may or may not Imp act word legibility.
sh t
words ore too closely spac ed to distingui
Spacing of Words. When two consecutive ,:e;~ ,~~~
Ove rspa cing of words rarely effe cts word
words both of them ore considere d illeg ible.
( Scoring Guidelines Summary J
LETTER
alphabe tical or
Addition al Letters or Numera ls. Any extraneous letters or numbers within an an
numerical sequence, word, zip code, or a sentence are crossed out (X).
the stems of the
Incompl ete Letters. The letters j and i may have small circles instead of dots above
letters and still be considered legible.
the writing lines
Letter Size. Letters are not scored as illegible If they are larger or smaller in size than
or other letters In the writing sample. Size is assessed elsewhere In the ETCH.
le_t ter _w ri~en on
Overlapping Letters. If a letter with a descender written on a line overlaps with a
are also scored 1lleg1ble if they
the line directly below It, both letters are considered illegible. Letters
are overlapping adjacen tly. Touching is accepta ble.
or random ly
Poorly Aligned Letters. Sometimes when individual letters of a word are poorly placed
aligned on the writing baseline, they can contribute to a word's legibility .

WORD
be legible. For ex-
Word Legibility vs. Letter Legibility. A word may contain unreada ble letters but still
a word may be
ample, letter forms may be reversed within a word but the word is readable. Similarly,
letter size as well as letter formatio n may greatly
illegible but consist of legible letters. Spacing and
impact word legibility.
d in a task and
Copied Words and Dictated Units (Letter-Case). When a specific case of letter is requeste
letter-ca se alone of a
not demonstrated, the letter is considered illegible. Contrary to this, incorrec t
copied word or dictated unit does not impact word or nonword legibility.
and numerals in
Dictated Words and Zip Codes (Sequencing). The proper sequencing of letters in words
zip codes is mandat ory in order for the unit to be consider ed legible.
of compos ed
Composed Words (Letter-Case). Letter-case alone does not interfere with letter legibility
self-gen erated sentenc e.
words. Likewise, letter-case has no effect on word legibility in the child's
spelled correctly,
Composed Words (Omitted Letters). If a word Is neither alphabe tically or phonetic ally
calculat e omitted letters from the alphabe tical spelling.
red legible if they
Composed Words (Phonetically Correct). Generated words by the child are conside
, the word my may be spelled as mi or
are alphabe tically correct or phonetically accurat e. For example
the word moose spelled moos and both are considered phonetic ally correct.
into 2 separat e
Composed Words (Separated Words). When the Intended, compos ed word is broken
words, such as today is separated Into to and day, the word Is still considered legible.

SPACING
Double-
Numeral Spacing . Assessing adequa te spacing between numerals is an ambival ent task.
if numeral s are over-
digit and single-digit numerals are considered adequa tely spaced except
a double- digit
lapped and share the same part. Slight overspaclng of numerals does not effect
number's legibility but may influence that of a zip code.
legibility of
Spacing of Letters. When letters are overspaced within a word, It does not Impact the
. Undersp aced letters that share the same part or are
the letter. It could effect word legibility
and may or may not Impact word leglbllity .
blatantly Joined are considered Illegible
sh separat e
Spacing of Words. When two consecutive words are too closely spaced to distingui
words rarely effects word leglbllity.
words both of them are considered Illegible. Overspaclng of
 Administration Highlights
I. ALPHABET WRITING
LOWER-CASE LETTERS S . "
I o wer-Cm e I e tte a y. CHlLD'S NAM E
· - rs on respo ---= -=- , sta rtlng he (
~~~~ :~tin g With a and end~; ~ I ~ ~lei ~ rite each of the r~ jp~i~ :t ~~t(rltlng
f guidelines below
h~!~~ :~t~e0~:istake on ·a 1:;t:/ :~~e~t~: ~:tt~!~e but don~;sc~:~~ /~~~ il :t~~%et~
don 't kno :·
~~;~~~~!~~ ~ 111ng guid eline~~tl~~tl:~:~·: u~a dot O like this (d~s : ~ ~~~l~i: ; ~~~~ ~~~nee
It I TTERS St ate : " CHILD 'S NAM . r~ Y?u ready? Begin r o,u
n uppe r- case letters W I ." Start t in e child s
E ' this time when ou . s opwa tch.
m a ke a mista ke on a .lett:! e r: ~h l~ter sepa
rately withou?con;;~~i~~eif t~~b et in cursive, write
Point to the w riting guld elln~s bei8m Uer you only
get to e rase it one time o y, e next lett~r. If you
ow pper-Case Letters on R · ou can begin here."
II. NUMERAL WRITING
espo nse Booklet. Time the child.
Stat e : "This time write the num bers 1 thr
o nly eras e It one time . You ca n be in oug.~
20: If you make a mista ke on a number
Re spon se Booklet . Agai n time the ~ hll~e; ~m~~1n~to
t_he _writing lines below Numeral J~i~;~~
Ill NEAR PO e eg1nn1ng to the end of writing the numb ers.
· - INT COPYING
Plac e t he botto m of the Near-Point Copy ln Task
Sh
from the top of the child ' s Response Booklet it his midl~
et ~nth.~ child 's desk top appro ximately three Inches
to sente nce on the Task Sheet. Child may adjust the
TastSh ay, C~ILD'S NAME, read this sentence aloud." Point
sente nc e in c ursive on these lines " Point to w
'ti 1· eit. Child reads sentence. State "OK, now write the
"Rem embe r if you need to corre ct~ letter you cd~
~~ly1~es elowtear- Poin t Copying on Response Bookl
, o so one me. Ready? Be in." Begin timing et.
IV. FAR- POINT COPYING
.
Attac h the Wall Char t with masking tape to the wall
6 to 8 feet from child ' s desk an
:_loor. State, "N~w.. look_a t the sente nce on the wall
chart in front of you." Point ti t~:e~~~om the
C an ~ou read 1t? Ass1~t the child to read it, if
need ed. "OK, now write the sentence in curs~~a:~
t_h ese l_mes. Rem embe r 1f you ne ed to corre ct a
letter, you can only do so one time II Point to writin
lines direc tly belo w Far-Point Copy ing on Response
Booklet. "Read y? Begin." Tim~ the child. g
V. MANUSCRIPT-TO -CURSIVE TRANSITION
Place _t he botto m of the Manuscript-to-Cursive Transition
Task Sheet on the child 's desk top appro ximately
three inche s from the top of the child 's Response
Booklet at his midline. Say, "CHILD'S NAME read this
se nten c e alou d." Point to sente nce on the
Task Sheet. Child may adjust the Task Sheet. Child
sent ence . State "O K, now write the sente nce reads
in cursiv e on these lines." Point to writing lines
M anus cript- to-Cu rsive Transition on Response Book below
let. "Rem embe r if you need to correct a letter, you can
only do so one ti me. Ready? Begin." Begin timin
g.
VI. DICTATIO N
Say. " C HILD' S NAM E , now we will do a different
type of writing task. I will say aloud different letters
to form 3 nonse nse words and 5 numb ers to make
a zip code . You can write the words in cursive
lowe r-case letters on these lines." Point to lines
directly below Dictation. "Be sure to connect the
cursive letters to one a nother. I will only say each
letter one time so please listen closely. Be sun~ to
write a ll of the lette rs In lowe r-case. Are you ready
? On this line (point to lines In upper left quad rant)
write the letters b,o,i (pau se for 2 seconds) - z,t.
(Point to lower left quadrant.) Next, c,/,a (pause for 2
seco nds) - g,y. (Point to uppe r right quad rant.) Now,
s,h,r (pause for 2 seconds) -u,m. (Point to lower
right q uadr ant.) And now for the numbers.. 5,8,2 (2-se
cond pause) -7,3."
VII. SENTENCE COMPOSITION
State, " C HILD'S NAM E , this time you can make
up a sentence you would like to write. Be sure the
sente nce has 5 or more word s In It. Write it In cursive. I will give you a few secon
and the n you can write It down here. " Point ds to think of a sentence
to the writing lines below Sente nce Composition .~n
Resp onse Booklet. "If you don't know how to spell
a word In the sentence, Just do the best you can.

(C) Copyright 1995 by O.T. KIDS

( Scoring Guidelines Summary J
LETTER v, an d wall
Lette rs. Let ter s fol low ing the cursive letters of b, o,
Bridged ers In the ETCH-C
nd wr itin g samples of lett
must be bri dg ed . The ha sive letters, thus,
ific Sc orin g Cri ter ia do no t exe mp llfy bri dg ed cur
Spec entative samples.
ne legibility wit ho ut repres
the examiner must de ter mi letters, pa rtic ula rly
ar dif fer en t tha n bri dg ed
Free standing letters ap pe g scoring.
cur siv e m an d n, wh ich must be con sid ere d du rin
w ith the
e words are ex pe cte d to
have co nn ec ted
Connected Letters. Cursiv co ns ide red
s. If ga ps be twe en cur siv e letters exist, the letters are
let ter do no t wa rra nt
le. Tiny, oc ca sio na l breaks
leg ible bu t the word is illegib
scoring a word illegible.
ec ted to on e
Let ters. Alt ho ug h cur siv e letters are typ ica lly co nn
Joined erly joi ne d, bo th
co mm on pa rt or are improp
an oth er when they share a
considered illegible.
of these join ed letters are
an d / are dif fic ult
we r-C ase Let ters . The low er-case cursive letters of e
Lo ten d to
ina te from on e an oth er. In general, the e should ex
to discrim ting baseline . The
top writing line an d the wri
the midpoint be twe en the th should co nta in
the top writing line. Bo
/ then should reach tow ard
op en loops.
letters of a
r-C ase vs. Up per -Ca se Let ters. The cursive lower-ca se
Lowe co un ter-
no t dis ting uis hab le fro m their cursive upper-case
an d c are
parts ex ce pt for size.
e up pe r-c ase
-Case Letters. Certain cursiv
Manuscript vs. Cursive Upper ir manuscript
y be alike in letter form as the
letters, B, C, 0, P, R, an d X ma
scored as legible.
counterparts an d if so, are

WORD
rds
nwords, and Composed Wo
Copied Words, Dictated No rd tha t co nta ins
y wr itte n wo
(Manuscript Letters). An ered
tea d of cursive letters Is consid
manuscript letters Ins
Illegible.
per
des (Sequencing). The pro
Dictated Words and Zip Co zip cod es Is
rds an d numerals In
sequencing of letters In wo leg ible ,
unit to be considered
mandatory In order for the
nte d
If a word Is omitted, It Is cou
Composed Word (Omitted). Its
of the om itte d letters of
as Ille gib le alo ng wit h all
alphabetical spelling.