“The Use of Pattern, Tracing, and Drawing to Help

Develop the Writing Skills of Basic Two Pupils of

ATWIMA TAKYIMAN PRESBY PRIMARY School”

CHAPTER ONE: INTRODUCTION

1.0 Introduction
This chapter presents the foundation for the study, focusing
on how patterns, tracing, and drawing can be used to develop
writing skills among Basic Two pupils at Atwima Takyiman
Presby Primary School. It includes the background to the
study, statement of the problem, purpose, research
questions, significance, scope, limitations, and the structure
of the research project.

1.1 Background to the Study

Writing is a fundamental aspect of literacy, serving as a
medium for communication, creativity, and learning across all
academic subjects. In Ghana, the government’s commitment
to early literacy is reflected in initiatives like the Free
Compulsory Universal Basic Education (FCUBE) policy, which
aims to ensure every child acquires essential literacy skills in
the foundational years of schooling.

Despite such efforts, many pupils—especially in rural schools

like ATWIMA TAKYIMAN PRESBY PRIMARY—struggle to develop
legible handwriting. During a recent teaching practice at the
school, it was observed that the majority of Basic Two pupils
(aged 7–8) could not form letters properly. Many reversed
letters such as b and d, wrote with inconsistent sizing and
spacing, and lacked the motor control necessary for smooth
writing.

Educational researchers have consistently emphasized the

importance of multisensory learning in developing fine motor
and writing skills (Dinehart, 2015; Gerde et al., 2012).
Techniques such as pattern drawing (e.g., zig-zag lines,
loops), tracing over dots or faded letters, and freehand
drawing help children improve their hand-eye coordination,
build muscle memory, and understand letter shapes and
spatial arrangement. These methods align with
developmental theories by Vygotsky, who emphasized
scaffolding in learning, and Montessori, who promoted tactile
exploration in early education.

Unfortunately, in many Ghanaian classrooms, writing

instruction is still dominated by rote copying from the
chalkboard. There is little emphasis on the pre-writing skills
necessary for handwriting mastery. This study responds to
this gap by investigating the use of patterns, tracing, and
drawing as structured interventions to support writing
development in young learners at ATWIMA TAKYIMAN PRESBY
PRIMARY School.

In line with national calls to strengthen foundational literacy,

including recent remarks by the Minister of Education
highlighting the urgent need to address handwriting
deficiencies in early grade learners, this study offers a
practical, low-cost solution to improve writing instruction.
1.2 Statement of the Problem
During teaching practice at ATWIMA TAKYIMAN PRESBY
PRIMARY School, it became evident that most Basic Two
pupils could not write letters legibly or confidently. An
estimated 65% of pupils struggled with letter formation, with
over 40% reversing letters or failing to maintain consistent
spacing between words and lines.

Observations showed that teachers often relied solely on

copying letters from the chalkboard without providing pre-
writing exercises or scaffolding strategies like tracing and
drawing. This lack of structured writing support, combined
with the absence of learning materials and low literacy
engagement at home, contributes significantly to poor
handwriting development.

If left unaddressed, these early deficits can hinder pupils’

academic progress in other subjects, lower their confidence,
and widen literacy gaps in later stages of education.

1.3 Purpose of the Study

The main purpose of this study is to explore how patterns,
tracing, and drawing can be used to improve the writing
skills of Basic Two pupils.

Specifically, the study aims to:

• Evaluate the effectiveness of using patterns, tracing, and

drawing in developing handwriting skills.

• Develop a resource toolkit that teachers can use in the

classroom to improve pupils’ writing.

• Assess how these methods affect pupil engagement,

confidence, and writing accuracy.

1.4 Research Questions

The study seeks to answer the following questions:

• What are the underlying causes of poor handwriting among

Basic Two pupils at ATWIMA TAKYIMAN PRESBY PRIMARY
School?

• How do pattern, tracing, and drawing activities enhance

letter formation and legibility?

• What improvements are observed in pupils’ fine motor and

writing skills after implementing these strategies?

1.5 Significance of the Study

This study is significant in several ways:

• Theoretical Significance: It contributes to the literature

on multisensory learning and early writing instruction,
particularly in low-resource settings.

• Practical Significance: It provides early-grade teachers

with tested strategies for improving writing instruction using
easily accessible tools.

• Policy Significance: It can inform the Ghana Education

Service (GES) and stakeholders about effective approaches to
improving literacy outcomes in rural schools.
1.6 Delimitation of the Study
The study is limited to Basic Two pupils (approximately 25
pupils aged 7–8 years) at ATWIMA TAKYIMAN PRESBY
PRIMARY School. It focuses strictly on handwriting
development through the use of patterns, tracing, and
drawing. It does not cover other literacy areas such as
reading fluency or comprehension.

1.7 Limitations of the Study

Several challenges may affect the study, including:

• Absenteeism: Some pupils may miss sessions due to

farming responsibilities or family duties.

• Lack of materials: There may be insufficient access to

printed worksheets or drawing tools.

• Parental support: Limited literacy at home may reduce

reinforcement of writing activities.

Mitigation strategies include using low-cost materials like

sand trays and sticks, and integrating sessions into regular
class periods for consistency.

1.8 Organization of the Study

This project is organized into five chapters:

• Chapter One: Introduction – outlines the study’s purpose,

background, and rationale.
• Chapter Two: Literature Review – explores related
theories, studies, and concepts.

• Chapter Three: Methodology – describes the research

design and data collection methods.

• Chapter Four: Results and Discussion – presents findings

and analysis.

• Chapter Five: Conclusion and Recommendations

CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 Introduction
This chapter reviews literature related to the development of
writing skills in early childhood education, focusing on the use
of patterns, tracing, and drawing. It explores how these
activities contribute to handwriting proficiency among lower
primary pupils. The review is organized under the following
subheadings:

• 2.1 The Concept of Writing Skills

• 2.2 Importance of Patterns in Writing

• 2.3 Tracing as a Tool for Improving Writing

• 2.4 Drawing and Its Role in Writing Development

• 2.5 Challenges in Teaching Writing in Basic Schools

• 2.6 Summary

2.1 The Concept of Writing Skills

Writing is a fundamental skill that enables individuals to
communicate thoughts, ideas, and information effectively. In
early childhood education, developing writing skills involves
more than just learning to form letters; it encompasses fine
motor development, hand-eye coordination, and cognitive
abilities.

Children in lower primary classes, such as Basic Two, are at a

critical stage where they transition from pre-writing activities
to actual writing. At this level, many pupils struggle with
letter formation, spacing, and maintaining consistent
handwriting. These challenges often stem from
underdeveloped fine motor skills and insufficient practice in
foundational writing activities.

Therefore, it is essential to incorporate structured pre-writing

activities that prepare pupils for formal writing tasks.
Engaging in activities like pattern-making, tracing, and
drawing can enhance pupils' readiness to write by
strengthening the necessary motor and cognitive skills.

2.2 Importance of Patterns in Writing

Patterns are repeated designs or sequences that help children
recognize and predict structures, which is crucial in writing.
Engaging in pattern activities aids in developing fine motor
skills, visual perception, and cognitive abilities.

In early childhood education, patterning activities such as

drawing lines, curves, and shapes serve as precursors to
letter formation. These exercises help pupils gain control over
their hand movements, understand the directionality of
writing, and develop consistency in letter sizes and spacing.

Research indicates that teaching pattern recognition and

creation enhances children's mathematical reasoning and
reading skills. By incorporating pattern activities into writing
instruction, educators can provide a holistic approach that
supports various aspects of a child's development.

2.3 Tracing as a Tool for Improving

Writing
Tracing involves following the outline of letters, shapes, or
patterns, which helps pupils learn the correct formation and
structure of letters. This activity is instrumental in developing
hand-eye coordination, fine motor skills, and muscle memory
necessary for writing.

In the context of ATWIMA TAKYIMAN PRESBY PRIMARY School,

incorporating tracing activities has shown positive outcomes
in pupils' writing abilities. Pupils who engaged in regular
tracing exercises demonstrated improved letter formation,
reduced writing errors, and increased confidence in their
writing tasks.

Materials such as dotted worksheets, tracing books, and

laminated cards with wipeable markers have been effective
tools in facilitating tracing activities. These resources provide
guided practice, allowing pupils to internalize the movements
required for writing.

2.4 Drawing and Its Role in Writing

Development
Drawing is a creative activity that supports the development
of writing skills by enhancing fine motor control, visual
analysis, and spatial awareness. Through drawing, children
learn to control their hand movements, understand the use of
space on a page, and express ideas visually.

At ATWIMA TAKYIMAN PRESBY PRIMARY School, integrating

drawing into writing instruction has made lessons more
engaging and less intimidating for pupils. Activities such as
drawing and labeling objects, creating story illustrations, and
freehand sketching have encouraged pupils to participate
actively in writing tasks.

Drawing serves as a bridge between visual expression and

written communication, making it a valuable component in
developing writing proficiency among young learners.

2.5 Challenges in Teaching Writing in

Basic Schools
Despite the benefits of using patterns, tracing, and drawing in
writing instruction, several challenges hinder their effective
implementation in basic schools:

• Lack of Teaching and Learning Materials: Many schools

lack adequate resources such as tracing worksheets, drawing
materials, and writing tools, limiting the opportunities for
pupils to practice writing effectively.

• Limited Time for Practice: The crowded curriculum in

basic schools often leaves insufficient time for dedicated
writing practice, affecting the development of writing skills
among pupils.

• Inadequate Teacher Training: Some teachers may not

have received sufficient training in incorporating pre-writing
activities into their instruction, leading to less effective
teaching strategies.

• Low Parental Involvement: In some communities,

parents may not be actively involved in their children's
education, resulting in limited support for writing practice at
home.

• Pupil Absenteeism: Frequent absenteeism due to factors

such as household responsibilities or health issues disrupts
the continuity of writing instruction and practice.

Addressing these challenges requires a collaborative effort

among educators, parents, and policymakers to create an
environment conducive to developing writing skills in basic
schools.

2.6 Summary
This chapter reviewed literature on the development of
writing skills in early childhood education, emphasizing the
roles of patterns, tracing, and drawing. The key points
include:

• Writing skills are essential for communication and academic

success, requiring the development of fine motor and
cognitive abilities.

• Pattern activities enhance motor skills and cognitive

development, serving as a foundation for writing.

• Tracing helps pupils learn correct letter formation and

improves hand-eye coordination.

• Drawing supports writing development by enhancing fine

motor control and visual-spatial skills.

• Challenges such as resource limitations, time constraints,

and lack of training hinder effective writing instruction.

By integrating these activities into the curriculum and

addressing the associated challenges, educators can
significantly improve pupils' writing skills in basic schools.

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction
This chapter outlines the research design, study area, target
population, sample and sampling procedures, data collection
tools, and how the data was gathered and analyzed. It also
addresses the ethical considerations, reliability, and validity
of the study. The aim is to explore how the use of patterns,
tracing, and drawing can help improve the handwriting skills
of Basic Two pupils at Atwima Takyiman Presby Primary
School.

3.1 Research Design

This study adopted an action research design. Action
research is appropriate for educational settings because it
allows teachers and researchers to identify a problem, plan
and implement an intervention, observe its effects, and
reflect on the outcomes. The design was suitable for this
study because it focused on solving a real-life problem
observed during classroom teaching—poor handwriting
among Basic Two pupils.

The cyclical nature of action research—planning, acting,

observing, and reflecting—allowed for the continuous
improvement of teaching strategies. This approach also
enabled the researcher to test the effectiveness of
patterning, tracing, and drawing as practical tools for
developing pupils’ writing skills.

3.2 Study Area

The study was carried out at Atwima Takyiman Presby
Primary School, located in the Atwima Nwabiagya District of
the Ashanti Region, Ghana. The school is situated in a rural
community with a population that relies heavily on farming.
The school lacks advanced teaching and learning resources,
and most of the children come from homes where literacy is
not strongly emphasized. These conditions made it an ideal
environment to test the impact of simple, low-cost
handwriting interventions.

3.3 Population and Sample

The population for the study consisted of all Basic Two
pupils in the school. The class had 45 pupils in total.

From this population, a purposive sample of 25 pupils (12

boys and 13 girls) was selected. These pupils were chosen
based on their poor performance in a pre-assessment writing
test and teacher recommendations. Selecting those who
needed the most help allowed the researcher to observe
more noticeable changes as a result of the intervention.

3.4 Research Instruments

The following instruments were used to collect data:

• Observation Guide:
This tool was used to observe the pupils’ handwriting
behaviors during lessons. Key features assessed included
pencil grip, letter formation, spacing between letters and
words, and neatness. Observations were recorded on a 5-
point scale (1 = very poor to 5 = excellent).

• Pre-Test and Post-Test:

These tests involved asking pupils to write the English
alphabet and selected simple words (e.g., "cat", "man",
"bag"). The same test was administered before and after the
intervention to measure improvement in legibility, size,
spacing, and letter formation.
• Interview Guide:
Semi-structured interviews were conducted with three
teachers to find out how they normally teach writing and
what challenges they face. This helped to identify gaps and
inform the type of support pupils needed.

• Teaching and Learning Materials:

• Pattern sheets (zig-zag lines, curves, and loops)

• Tracing worksheets (dotted letters and shapes)

• Drawing papers and crayons

• Sand trays and sticks for tactile tracing

3.5 Data Collection Procedure

The study took place over a six-week period, divided into
three key phases:

Phase 1 – Pre-Intervention (Week 1)

Pupils were assessed using the pre-test to identify writing

difficulties. Observations were made in class, and teachers
were interviewed to understand existing methods and
challenges.

Phase 2 – Intervention (Weeks 2 to 5)

Each week focused on a specific area of the intervention:

• Week 2: Pattern Recognition

Pupils practiced basic patterns such as zig-zags, straight
lines, and curves using chalk and paper. Outdoor pattern
drawing using sticks and dirt was also introduced for tactile
engagement.

• Week 3: Tracing Practice

Pupils used dotted worksheets to trace letters and shapes.
Sand trays allowed them to use their fingers to trace strokes,
improving motor control.

• Week 4: Drawing Activities

Pupils were encouraged to draw simple pictures and label
them. This combined fine motor practice with letter writing.
Drawing helped pupils relax and become more engaged with
writing.

• Week 5: Integration of All Activities

Pupils worked with “Write and Draw” journals where they
combined patterns, tracing, and drawing in one activity. They
also engaged in peer feedback where classmates reviewed
each other’s work for improvement.

Phase 3 – Post-Intervention (Week 6)

The post-test was administered, and final observations were

recorded. Improvement in handwriting quality, confidence,
and engagement were analyzed.

3.6 Data Analysis

Data from the tests and observations were analyzed using
both quantitative and qualitative methods:
• Quantitative:
Pre- and post-test scores were converted into percentages.
Improvements in areas such as letter spacing, formation, and
neatness were charted to show progress.

• Qualitative:
Interview responses and observation notes were analyzed for
recurring themes. Pupil behavior, participation, and attitudes
were grouped under categories such as motivation, grip, and
stroke direction.

3.7 Ethical Considerations

Ethical standards were upheld throughout the study.

• Permission was obtained from the school head and class

teacher.

• Verbal consent was also sought from pupils and parents.

• Pupil names were replaced with codes (e.g., P1, P2) to

ensure privacy.

• All data was stored securely and used only for academic
purposes.

3.8 Validity and Reliability

To ensure the study's validity and reliability:

• Triangulation of methods (tests, interviews, and

observation) was used to confirm results.

• Pilot testing was conducted with a small group of pupils

to refine tools.

• Scoring consistency was achieved by involving another

teacher to cross-check 20% of the tests.

3.9 Summary
This chapter presented the research design and methods
used to carry out the study. Through action research, data
was gathered from 25 Basic Two pupils using tests,
interviews, and observations. The next chapter will present
the results of the intervention and analyze how patterning,
tracing, and drawing contributed to improving pupils’
handwriting.

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

4.0 Introduction
This chapter presents and analyzes the data collected from
the field during the intervention. It highlights the effects of
using patterns, tracing, and drawing on the handwriting
skills of Basic Two pupils. The results are presented under the
following headings:

• Pre-test and Post-test performance

• Observation outcomes
• Interview findings

• Summary of key improvements and challenges

4.1 Pre-Test Results

Before the intervention, a handwriting test was administered
to assess pupils’ ability to:

• Form lowercase letters a–z

• Spell and write simple three-letter words

• Maintain correct spacing between letters and words

• Hold the pencil correctly

Pre-Test Summary Table

IndicatorNumber of Pupils (n = 25)PercentageCorrect letter

formation832%Proper spacing520%No letter
reversals1144%Good pencil grip936%

The pre-test results showed that only 32% of the pupils

could form letters correctly, and less than half showed proper
pencil grip. Common challenges observed included:

• Letter reversals (e.g., confusing b with d)

• Uneven sizing of letters

• Inconsistent spacing

• Shaky or broken strokes

4.2 Post-Test Results
After four weeks of targeted intervention using patterns,
tracing, and drawing, the same test was administered to the
same group of pupils.

Post-Test Summary Table

IndicatorNumber of Pupils (n = 25)PercentageCorrect letter

formation2080%Proper spacing1872%No letter
reversals2184%Good pencil grip2288%

The post-test results indicate significant improvement in all

areas. More than 80% of the pupils were able to form letters
correctly and maintain consistent spacing. The improvement
was most notable in pencil grip, where the number of pupils
holding their pencils correctly rose from 9 to 22.

4.3 Comparison of Pre- and Post-Test

Scores
Performance AreaPre-Test (%)Post-Test (%)ImprovementLetter
Formation32%80%+48%Spacing20%72%+52%Letter
Reversals44%84%+40%Pencil Grip36%88%+52%

These improvements can be attributed to the consistent use

of pre-writing strategies such as drawing patterns, tracing
letters in sand, and combining drawing with writing activities.

4.4 Observation Results

During the intervention, the researcher used an observation
checklist to track pupil behavior and writing technique.
Observations focused on:

• Finger and wrist movement during writing

• Confidence and interest in writing tasks

• Response to different activities (patterning, tracing,

drawing)

Findings:

• Pupils were more engaged during hands-on activities.

• Pattern work made pupils more focused and attentive.

• Tracing improved motor control, especially among pupils

with initially weak grip.

• Drawing helped reluctant pupils express ideas freely, which

led to improved sentence writing.

By the end of the intervention, most pupils were able to:

• Complete writing tasks without assistance

• Use uniform spacing

• Show excitement in writing journals and drawing activities

4.5 Teacher Interview Findings

Three teachers were interviewed to gather their opinions on
the pupils’ progress and the usefulness of the interventions.

Themes from interviews:

• Effectiveness: All three teachers agreed that the activities

led to clear improvements in the pupils' handwriting.

• Engagement: Pupils who were previously disinterested in

writing became more involved due to the fun and creative
nature of the tasks.

• Challenges: Teachers mentioned the lack of materials as a

challenge but praised the use of local items like sand trays
and sticks.

A teacher remarked:

“I was surprised how something as simple as tracing with

fingers in sand made a big difference. Pupils now enjoy
writing and are not afraid to try.”

4.6 Summary of Key Findings

The data shows that using patterns, tracing, and drawing:

• Significantly improved letter formation and pencil grip

• Reduced letter reversal errors

• Boosted pupil confidence and writing engagement

• Allowed even struggling pupils to participate and improve

The use of local materials like sticks, dirt, and sand trays
proved both practical and effective in a low-resource school
setting. Teachers found the methods easy to use and
expressed willingness to continue using them after the study.

CHAPTER FIVE

SUMMARY, CONCLUSION AND

RECOMMENDATIONS

5.0 Introduction
This chapter provides a summary of the research findings,
presents conclusions drawn from the results, and offers
practical recommendations based on the outcomes. It also
suggests areas for further research that can extend the
knowledge gained from this study.

5.1 Summary of the Study

This study explored the impact of using patterns, tracing,
and drawing to improve the writing skills of Basic Two pupils
at ATWIMA TAKYIMAN PRESBY PRIMARY School. The
action research was conducted over six weeks using 25
purposively selected pupils who had difficulty forming letters
correctly and writing legibly.

A combination of pre-tests, observations, post-tests, and

teacher interviews was used to gather data. Initial results
showed that most pupils struggled with issues such as poor
pencil grip, letter reversals, inconsistent spacing, and general
lack of writing confidence.

The intervention was divided into three stages:

• Pre-intervention phase (Week 1): Assessment of existing

writing skills

• Intervention phase (Weeks 2–5): Focused on pattern

recognition, tracing letters, and drawing exercises

• Post-intervention phase (Week 6): Re-assessment and

comparison with baseline performance

At the end of the study, most pupils demonstrated significant

improvement in handwriting. Their letter formation became
clearer, pencil grip improved, spacing between words was
more consistent, and they showed greater interest in writing
activities. Teachers also noted positive behavioral changes
and increased participation in class.

5.2 Conclusion
The study confirms that patterns, tracing, and drawing
are effective methods for enhancing the writing skills of
young learners, especially in low-resource rural classrooms.
These activities strengthened pupils’ fine motor skills,
increased their confidence, and made learning to write more
enjoyable and engaging.

Despite the challenges of limited materials and inconsistent

attendance, the intervention showed that even simple, locally
available resources like sticks, sand trays, and recycled paper
can produce significant results. The success of this study
supports the idea that foundational writing skills must be
built gradually, beginning with multisensory pre-writing
activities.

5.3 Recommendations
Based on the findings of this study, the following
recommendations are made:

• Teachers should integrate pattern, tracing, and drawing

activities into regular handwriting instruction, particularly in
the early grades.

• School authorities and education stakeholders should

provide basic materials such as tracing sheets, drawing
books, and fine motor tools (like sand trays) to support pre-
writing education.

• Teacher training colleges should incorporate modules on

multisensory learning and fine motor development into their
literacy instruction curriculum.

• Parents should be encouraged to support children’s

writing at home by allowing them to draw, trace, and practice
with everyday materials.

• The Ghana Education Service (GES) should consider

including structured pre-writing activities in the official
curriculum for Basic One and Two.

5.4 Suggestions for Further Research

Future research may consider the following areas:

• Investigating the long-term effects of pattern and tracing

instruction on overall academic performance.

• Comparing the effectiveness of digital writing tools (such as

tablets or apps) with traditional methods like sand trays and
paper.

• Conducting similar interventions in urban schools or special

education settings to understand how different contexts
affect handwriting development.

• Exploring how drawing can be used not only for writing but
also for boosting creative thinking and story composition in
early grades.

Let me know if you’d like this chapter added to a full project

document or if you need help creating your appendices and
cover page.

Certainly! Below is Chapter Five: Summary, Conclusion,

and Recommendations written in full for your project:

CHAPTER FIVE

SUMMARY, CONCLUSION AND

RECOMMENDATIONS

5.0 Introduction
This chapter provides a summary of the research findings,
presents conclusions drawn from the results, and offers
practical recommendations based on the outcomes. It also
suggests areas for further research that can extend the
knowledge gained from this study.

5.1 Summary of the Study

This study explored the impact of using patterns, tracing,
and drawing to improve the writing skills of Basic Two pupils
at ATWIMA TAKYIMAN PRESBY PRIMARY School. The
action research was conducted over six weeks using 25
purposively selected pupils who had difficulty forming letters
correctly and writing legibly.

A combination of pre-tests, observations, post-tests, and

teacher interviews was used to gather data. Initial results
showed that most pupils struggled with issues such as poor
pencil grip, letter reversals, inconsistent spacing, and general
lack of writing confidence.

The intervention was divided into three stages:

• Pre-intervention phase (Week 1): Assessment of existing

writing skills

• Intervention phase (Weeks 2–5): Focused on pattern

recognition, tracing letters, and drawing exercises

• Post-intervention phase (Week 6): Re-assessment and

comparison with baseline performance

At the end of the study, most pupils demonstrated significant

improvement in handwriting. Their letter formation became
clearer, pencil grip improved, spacing between words was
more consistent, and they showed greater interest in writing
activities. Teachers also noted positive behavioral changes
and increased participation in class.

5.2 Conclusion
The study confirms that patterns, tracing, and drawing
are effective methods for enhancing the writing skills of
young learners, especially in low-resource rural classrooms.
These activities strengthened pupils’ fine motor skills,
increased their confidence, and made learning to write more
enjoyable and engaging.

Despite the challenges of limited materials and inconsistent

attendance, the intervention showed that even simple, locally
available resources like sticks, sand trays, and recycled paper
can produce significant results. The success of this study
supports the idea that foundational writing skills must be
built gradually, beginning with multisensory pre-writing
activities.

5.3 Recommendations
Based on the findings of this study, the following
recommendations are made:

• Teachers should integrate pattern, tracing, and drawing

activities into regular handwriting instruction, particularly in
the early grades.

• School authorities and education stakeholders should

provide basic materials such as tracing sheets, drawing
books, and fine motor tools (like sand trays) to support pre-
writing education.

• Teacher training colleges should incorporate modules on

multisensory learning and fine motor development into their
literacy instruction curriculum.

• Parents should be encouraged to support children’s

writing at home by allowing them to draw, trace, and practice
with everyday materials.

• The Ghana Education Service (GES) should consider

including structured pre-writing activities in the official
curriculum for Basic One and Two.

5.4 Suggestions for Further Research

Future research may consider the following areas:

• Investigating the long-term effects of pattern and tracing

instruction on overall academic performance.

• Comparing the effectiveness of digital writing tools (such as

tablets or apps) with traditional methods like sand trays and
paper.

• Conducting similar interventions in urban schools or special

education settings to understand how different contexts
affect handwriting development.

• Exploring how drawing can be used not only for writing but
also for boosting creative thinking and story composition in
early grades.