From Arabic to English Handwriting: Performance Levels, Cognitive and Behavioral Characteristics among Arabic-Native Students: An Assessment Based on College Students' Archival Scripts

Abstract

A substantial body of literature suggests a significant relationship between handwritingcharacteristics and poor performance, though not all poor handwriting implies learning difficulties. This descriptive study scrutinized the archival scripts of 519 Arab college students whoselanguage of instruction was English to find common characteristics among low-achieving studentswhose handwriting deviates from the English-Roman alphabet. Two protocols were utilized tofurther select participants who met all the criteria that encompassed: Protocol I: (1) The presenceof non-English/Roman alphabet in text, (2) the raters’ difficulty in reading student’s essay, (3) lowgrades on multiple choice and essay questions. Twenty-three student scripts passed the criteria andwere included, suggesting 4.43% of all scripts. A second inspection protocol was proposed todetect the included students’ scripts deeply and reveal further possible discrepancies. Protocol II: (1) The number of crossings-out (note quality), (2) cognitive or behavioral related difficulties, (3)unusual/nonstandard practice and or production (in the essay). Four scripts (.78%) were finallyretained and included that met all criteria. Detailed descriptions of students’ handwritingdifferences are provided, and suggestions are made to help students before their higher educationjourneys.