The purpose of this quantitative quasi-experimental group comparison study using a repeated measures comparison group design with random assignment of subjects to groups was to investigate the effects of handwriting instruction on reading progress for learners in grade 1 and grade 2. At three points in time, the number of words each student read correctly per minute was assessed to determine whether each student's reading progress increased. The study involved 77 first and second grade learners from a K-6 elementary school in the Midwest. The researcher implemented a handwriting program based on best practices to the experimental group during a seven week intervention period for each grade level. The control group participated in independent journal writing, word work, or story writing activities. A t-test was used to identify whether a significant difference occurred on students' reading scores between participants in the handwriting instruction group and the control group. A repeated measures ANOVA was completed to determine whether there were any significant within-subject effect differences or any significant interaction effect differences based on instruction, students' current reading level, identified ability/disability, classroom teacher, gender, or age. Both groups did increase the average words per minute over time; however, there was not a statistically significant difference between groups on the dependent variable. Further research into the effects of handwriting instruction on reading is recommended over a longer period of time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]