Relevant bibliographies by topics / Children's handwriting

Academic literature on the topic 'Children's handwriting'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Children's handwriting"

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Parush, Shula, Vered Pindak, Jeri Hahn-Markowitz, and Tal Mazor-Karsenty. "Does fatigue influence children's handwriting performance?" Work 11, no. 3 (1998): 307–13. http://dx.doi.org/10.3233/wor-1998-11307.

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Srihari, Sargur N., Lu Meng, and Lisa Hanson. "Development of Individuality in Children's Handwriting." Journal of Forensic Sciences 61, no. 5 (July 19, 2016): 1292–300. http://dx.doi.org/10.1111/1556-4029.13158.

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Karlsdottir, Ragnheidur. "Comparison of Cursive Models for Handwriting Instruction." Perceptual and Motor Skills 85, no. 3_suppl (December 1997): 1171–84. http://dx.doi.org/10.2466/pms.1997.85.3f.1171.

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The efficiency of four different cursive handwriting styles as model alphabets for handwriting instruction of primary school children was compared in a cross-sectional field experiment from Grade 3 to 6 in terms of the average handwriting speed developed by the children and the average rate of convergence of the children's handwriting to the style of their model. It was concluded that styles with regular entry stroke patterns give the steadiest rate of convergence to the model and styles with short ascenders and descenders and strokes with not too high curvatures give the highest handwriting speed.
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Ibana, Melvin, and Priscila Caçola. "Association Between Motor Ability and Handwriting Performance in Children With Probable Developmental Coordination Disorder." Journal of Motor Learning and Development 4, no. 1 (June 2016): 1–15. http://dx.doi.org/10.1123/jmld.2015-0019.

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Handwriting is a core deficit in children with developmental coordination disorder (DCD). Fifty children were tested with the Movement Assessment Battery for Children, Second Edition; Bruininks-Oseretsky Test of Motor Proficiency, Short Form; Evaluation Tool of Children's Handwriting (ETCH); McMaster Handwriting Assessment Protocol; and Beery-Buktenica Test of Visual–Motor Integration (Beery–VMI–6). The results showed significant differences in components of the ETCH between groups (p < .05) and significant relationships between handwriting (ETCH and Beery–VMI–6) and motor ability measures (r > .30). We conclude that the ETCH and the Beery–VMI–6 are sensitive measures of handwriting ability for children with probable DCD, but more research is needed to identify a gold-standard assessment for evaluating handwriting in this population.
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Feder, Katya Polena, and Annette Majnemer. "Children's Handwriting Evaluation Tools and Their Psychometric Properties." Physical & Occupational Therapy In Pediatrics 23, no. 3 (January 2003): 65–84. http://dx.doi.org/10.1080/j006v23n03_05.

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Phelps, Joanne, Lynn Stempel, and Gail Speck. "The Children's Handwriting Scale: A New Diagnostic Tool." Journal of Educational Research 79, no. 1 (September 1985): 46–50. http://dx.doi.org/10.1080/00220671.1985.10885646.

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Sudsawad, P., C. A. Trombly, A. Henderson, and L. Tickle-Degnen. "The Relationship Between the Evaluation Tool of Children's Handwriting and Teachers' Perceptions of Handwriting Legibility." American Journal of Occupational Therapy 55, no. 5 (September 1, 2001): 518–23. http://dx.doi.org/10.5014/ajot.55.5.518.

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Marr, Deborah, and Sharon Cermak. "Predicting Handwriting Performance of Early Elementary Students with the Developmental Test of Visual-Motor Integration." Perceptual and Motor Skills 95, no. 2 (October 2002): 661–69. http://dx.doi.org/10.2466/pms.2002.95.2.661.

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The purpose of this study was to examine use of the Developmental Test of Visual-Motor Integration in predicting handwriting performance of early elementary students and the contribution of sex. An additional purpose was to examine whether successful completion of the first nine figures or the oblique cross from the test predicted handwriting. 101 children were tested at the beginning of their kindergarten year and again in the middle of the first-grade year on the Scale of Children's Readiness In Printing (SCRIPT). The VMI kindergarten scores did not significantly predict first-grade SCRIPT scores for the sample as a whole. When boys and girls were considered separately, VMI scores predicted handwriting SCRIPT scores for girls, but accounted for only 10% of the variance. Successful performance on the first nine VMI figures was significantly associated with handwriting for girls but not boys, while the oblique cross did not significantly predict handwriting performance. These results do not provide clear support, for administration of the Developmental Test of Visual-Motor Integration during kindergarten as a tool to identify children at risk for handwriting difficulties.
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Weintraub, Naomi, and Steve Graham. "The Contribution of Gender, Orthographic, Finger Function, and Visual-Motor Processes to the Prediction of Handwriting Status." Occupational Therapy Journal of Research 20, no. 2 (April 2000): 121–40. http://dx.doi.org/10.1177/153944920002000203.

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The present study examined if orthographic, finger function, and visual-motor processes as well as gender made a unique and significant contribution to the prediction of the handwriting status of fifth grade students classified as good or poor handwriters. Visual-motor integration and finger functioning made a unique and significant contribution to the prediction of handwriting status, whereas gender and orthographic processes did not. Furthermore, knowledge of children's gender, finger functioning, and visual-motor status resulted in the correct classification of 77% of the participating students as good or poor handwriters.
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Wahab, Rosilah, and Mohd Hanafi Mohd Yassin. "PERCEPTION OF SPECIAL EDUCATION PROGRAM INTEGRATION TEACHERS IN HANDWRITING SKILLS PROBLEMS AMONG STUDENTS WITH SPECIAL NEEDS LEARNING DISABILITY." International Journal of Education, Psychology and Counseling 7, no. 46 (June 28, 2022): 537–44. http://dx.doi.org/10.35631/ijepc.746040.

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Introduction to the study: The ability to write is a skill that is the source or foundation in the process of effective teaching and learning in various disciplines in schools. High achievement and ability in writing skills can definitely improve students' mastery of learning in the subjects taught by teachers. The problem of handwriting skills mechanism is one of the common features seen in Pupils with Special Needs Learning Disabilities (MBKMP). Therefore, handwriting skills among MBKMP is an issue that needs to be emphasized because it can slow down the teaching and learning process in the classroom. Purpose of the study: To identify the perceptions of teachers of the Special Education Integration Program (PPKI) on the problems of handwriting skills among MBKMP. Study procedure: Cross-sectional study, 55 teachers of special education integration program in the district of Selangor. Teachers have to answer two parts of the question that include socio-demographic data and Teachers' Perceptions of MBKMP Writing. Findings: The overall average percentage showed that 47.58% of the teachers agreed that handwriting skills are closely related to children's sensory development. Conclusion: The majority of teachers agree that sensory development greatly influences handwriting skills among children with Learning Disabilities.
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Dissertations / Theses on the topic "Children's handwriting"

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Read, Janet C. "Handwriting recognition technology, children, and the writing process." Thesis, University of Central Lancashire, 2005. http://clok.uclan.ac.uk/22000/.

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The research reported here investigates the match between child, technology and task in the scenario of children using handwriting recognition software and pen technology to construct writing. Children are an interesting emerging user group who have different requirements from technology to adults. Handwriting recognition technology is one of a range of novel input technologies that has not been widely investigated, and writing is a task that is known to be difficult for children, and for which children use computers in schools. The research was mostly carried out with children aged between six and ten who were in state education. The focus was an investigation of the usability of handwriting recognition technology for use with children, specifically as a replacement for the QWERTY keyboard during the writing process. Specific aims were to determine whether the technology could be used in this way, to identify the usability problems that might arise and to suggest some guidelines for developers who might be making pen-based products for children. The research was also aiming to contribute to knowledge on design and evaluation with children, to add to the literature on the acceptance of errors in recognition-based interfaces for children, to explore the methods that were used for evaluating recognition-based interfaces for text entry and to identify possible future directions for the use of digital text and digital ink to support writing The thesis is that handwriting recognition can be used by children for text input. The thesis document reports a series of empirical studies that identify that the children were able to use the technology, that the rates for recognition were better than expected in most cases, and that the children liked using the pen and tablet. The main usability problems for the child, technology, and task are documented, and a set of design guidelines, that describe some methods by which the usability problems can be overcome, is included. A list of requirements for a recognition-based interface is presented; many of these have been implemented in CobWeb, a prototype-writing environment. The way that children dealt with the errors at the interface is explored, and a tolerance figure for the number of acceptable errors is established. A new taxonomy of errors within the recognition interface is produced, and design solutions are presented for the different types of error. Options for the design of appropriate training for the handwriting recognition interface are explored and some of the difficulties that children have with the interface are examined by looking at the mental models that the children have of the technology and the interface. The work concludes with a discussion of the potential for digital ink for writing and the identification of some areas that might be further developed; these include extensions to the prototype, further work on error handling and work on the design of evaluation studies for handwriting recognition.
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Eidlitz, Michelle R. "The nature of dysgraphic handwriting in grade-1 children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39820.pdf.

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Tourigny, Julie Marie. "Letter leaders handwriting program for preschoolers: an early identification and intervention approach to reduce handwriting problems in children." Thesis, Boston University, 2013. https://hdl.handle.net/2144/11066.

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Thesis (D.O.T.)--Boston University
Handwriting is one of the main activities in which children engage in during their learning years. Studies support the supposition that adequate handwriting is a necessary skill for a child to succeed in elementary school and beyond (Feder & Majnemer, 2003). It is estimated that 30% to 60% of a child's school day is spent completing written work (Marr, Windsor, & Cermak, 2001; McHale & Cermak, 1992). This written work is the primary means by which a teacher evaluates the child's learning. Studies have shown that legibility and handwriting speed influence a child's success in school (Graham, 2011). However, 10% to 30% of elementary school aged children have handwriting problems (Karlsdottir & Stefansson, 2002). Because children are required to submit written assignments in nearly every class beginning in the first grade, they typically fall behind academically when completion of these assignments becomes burdensome and time-consuming (Graham, 1992; Hammerschmidt & Sudsawad, 2004). As a result, learning is impaired, grades suffer, and the child may experience poor self-esteem (Engel-Yeger, Nagauker-Yanuv, & Rosenblum, 2009; Feder & Majnemer, 2007). Without formal intervention, children who have difficulty with handwriting in kindergarten through second grade continue to struggle as they progress through school and in many cases achieve less school success as the cognitive and motor demands increase (Graham, 2011). This author proposes it as essential that all preschool children be screened for indicators of possible future handwriting problems during their prekindergarten year. Unfortunately, screening proves to be a problem because at present there are few assessments that are appropriate for measuring handwriting skills in children under the age of five (Hoy, Egen, & Feder, 2011; van Hartingsveldt, De Groot, Aarts, & Nijhuis-Van Der Sanden, 2011). Furthermore, the handwriting assessments that do exist are not appropriate for use with preschool aged children. Occupational therapists (OT) try to circumvent this shortcoming by using a combination of several fine motor and visual motor tests to ensure a comprehensive assessment of the motor aspect of handwriting skills (Feder, Majnemer, & Synnes, 2000). This is both costly and time-consuming as the OT must have access to more than one assessment tool, and must allot the time to administer each one. The focus of this project is to develop a screening to measure the potential for future handwriting difficulty in elementary school by detecting deficits with the underlying motor performance factors necessary for adequate handwriting precision in preschool aged children. In addition, the author proposes the development of an intervention program specifically designed for preschool aged children. While there are intervention programs currently available to work with this age group, a comprehensive program that evaluates and provides intervention strategies for preschool aged children does not currently exist (Asher, 2006).
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Sassoon, R. "Joins in childrens handwriting, and the effects of different models and teaching methods." Thesis, University of Reading, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382162.

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Bekker, Belia Margaretha. "A Comparison between five and six year old grade 1 children regarding their readiness for acquiring handwriting skills." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40711.

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This study evolved because of the researcher’s need to inquire whether visualmotor integration and fine motor coordination contribute to a child’s readiness to acquire handwriting skills. As school-going age is a controversial topic in the South- African context, the researcher set out to compare the readiness to acquire handwriting skills between two groups of Grade 1 children. This study was developed to determine whether a relationship existed between visual-motor integration and fine motor coordination as part of handwriting readiness, and acquiring handwriting skills in two age groups namely five-year-old children and six-year-old children. Initially the characteristics of the two age groups were determined. This was followed by establishing the level of development for visual-motor integration, fine motor coordination and handwriting skills in both age groups as well as comparing the levels of development. The abovementioned was obtained through the Miller Function and Participation Scales en the Minnesota Handwriting Assessment. Lastly, the scores for visual-motor integration and fine motor integration were correlated to the six categories of the Minnesota Handwriting Assessment. Both age groups presented with overall age appropriate abilities in visual-motor integration and fine motor coordination. The six-year-old group did better on all six of the categories for handwriting in the Minnesota Handwriting Assessment when compared to the five-year-old group. There was a significant difference (p=0.0049) between the visual-motor integration scores between the two age groups. No significant difference between the two age groups was recorded in fine motor coordination. A significant negative correlation was detected between visual-motor integration and the categories of legibility (r=-0.4029), form (r=-0.4300), size (r=-0.4087) and spacing (r=-0.3832) in the five-year-old group. The six-year-old group presented with a strong negative correlation between visual-motor integration and the category of rate (r=-0.3930). When correlating the fine motor coordination score with the categories of the Minnesota Handwriting Assessment, a strong negative correlation was detected with the categories of legibility (r=-0.3850) and spacing (r=-0.4697) in the five-yearold group. The six-year-old group did not present with significant correlations between fine motor coordination and the six categories of the Minnesota Handwriting Assessment. This study confirmed that a relationship exists between visual-motor integration, fine motor integration and handwriting skills. This relationship was not always clear and was influenced by different aspects such as age, maturity as well as the assessment instruments used. This study focused on only one district in Tshwane, which limited the data. The two age groups in this study were not matched for gender, ethnicity and handedness.
Dissertation (MOccTher)--University of Pretoria, 2013.
gm2014
Occupational Therapy
unrestricted
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Iaquinta, Maria. "Relationships between fine motorability and handwriting skill in grade five children." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28241.

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The primary purpose of this study was to investigate the relationships between fine motor and psychomotor abilities, as measured by a fine motor and psychomotor test battery, and handwriting skill. The secondary purposes were to investigate: relationships between handwriting skill and teacher ratings of achievement; and relationships between handwriting skill and features of penhold and posture. The range of cursive writing legibility and fluency demonstrated by 122 children in grade five was examined and 41 children were selected for membership in the three extreme groups of handwriting skill. The Top group demonstrated above average legibility and fluency. The Bottom group demonstrated below average legibility and fluency. The Slow group demonstrated average legibility and below average fluency. A fine motor and psychomotor test battery and handwriting task were administered and teacher ratings of achievement were obtained for the children in the three handwriting groups. Multiple regression analysis procedures were conducted on the motor test measures. Results indicated significant differences in fine motor and psychomotor ability among handwriting groups for tests which involve the precise manipulation of a pencil-like tool and which evaluate components of movement production or trace. Significance of the Motor Steadiness Battery, especially the Horizontal test, suggests that arm-hand steadiness may contribute to handwriting proficiency. Nondominant hand performance on Motor Steadiness Battery tests was more sensitive to group differences than was dominant hand performance. Analyses of variance procedures were conducted on the teacher ratings of ability and achievement. Ratings of written language, handwriting, and drawing were significantly different for the Top group when compared to the Bottom and Slow groups. Ratings of physical education were not significant. Chi-square analysis procedures were conducted on the observed features of penhold and posture. Only differences in proportions of children adopting the inverted wrist position and not placing the paper in the anticlockwise position were significant among groups. Implications of the study are discussed and recommendations for further research are presented.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Brevoort, Kristen N. "Effect of Slant Boards in Combination with Handwriting Practice." Diss., NSUWorks, 2017. https://nsuworks.nova.edu/hpd_ot_student_dissertations/58.

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Handwriting difficulties affect 10% to 30% of children in elementary school often hindering their successful participation in a number of occupations, including academic participation. Occupational therapists provide treatments for handwriting difficulties; however, many of these interventions have limited to no evidence to support their effectiveness. One of these interventions is the use of a slant board, a treatment strategy often combined with handwriting practice. Clinicians commonly combine the use of slant boards and handwriting practice to facilitate the development of handwriting skills in young children. However, the effectiveness of this combination of interventions in improving the quality of handwriting remains unclear. The aim of this study was to investigate the difference in the change of letter formation scores in children who have practiced handwriting on slant boards compared with those who have practiced on a horizontal surface. A randomized block design was employed. Children entering the second through third grades who participated in a 19-day summer enrichment program were recruited via mailed recruitment letters and/or email. Twenty-one children were enrolled. Children were blocked by classroom and randomly assigned to a group that practiced handwriting on a slant board or a group that practiced on a horizontal surface. Children completed a total of 15 group sessions lasting 15 minutes each. These sessions occurred 3 to 5 days a week over the course of 4 weeks. During these sessions, they practiced writing letters and words utilizing the Handwriting Without Tears curriculum. There was no significant difference in average group change in letter formation performance as determined by independent samples t test. Children with below average handwriting at baseline made statistically significant changes in their handwriting, regardless of writing surface, when compared with their peers that was identified by secondary analyses.
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Sadat, Al Hosseini Mahshid. "The effectiveness of occupational therapy intervention to improve the handwriting performance of individual children with sensory motor problems who demonstrate severe handwriting difficulties." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ54483.pdf.

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Dunsmuir, Sandra Murray. "The development of writing in four to seven year-old children : a longitudinal study." Thesis, Open University, 2000. http://oro.open.ac.uk/58026/.

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This longitudinal study investigates the factors at home and school that influence children's attainment and progress in writing at Key Stage 1. Sixty children between the ages of four and seven years in four Reading primaiy schools were tracked and data was collected in the term before they started school, at school entry, on a termly basis once in school and at the end of Key Stage 1. Semi-structured interviews, questionnaires, observation schedules, checklists and standardised assessments were used. Associations between measures and continuity over time were assessed using multiple regression analysis. Pre-school independent variables that were found to be significantly associated with writing proficiency at school entry included mother's educational level, family size, parental assessment of writing and a measure of home writing. Child characteristics, skills and competencies were measured at school entry and those found to be significantly associated with writing at outcome included season of birth, WPPSI-R vocabulary score, pre-reading skills and proficiency in writing their own name. The only pre-school variable that maintained its significant relationship to writing at outcome was home writing. Teacher assessments of pupil attitudes to writing were consistently found to be significantly associated with writing at outcome. Data from the termly writing samples indicated that only the handwriting assessment predicted general writing ability at seven years of age. Eight pupils were observed writing at two points in time and the records are discussed in terms of processes and products. Issues such as quality and quantity of writing generated are considered in relation to the development of component skills (e.g. handwriting, spelling, vocabulary), within the context of the curriculum and role of the teacher. The results confirm the complexity of learning to write for children at Key Stage I and developmental considerations are discussed in relation to policy and practice issues.
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Webb, Angela Mary. "The relationship between poor handwriting and written composition in children with developmental coordination disorder." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020019/.

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Handwriting difficulties are well documented in children with Developmental Coordination Disorder (DCD). Whether, and how, these difficulties affect the content of the work such children produce is less clear. The aim of this thesis was to explore the relationship between poor handwriting and the quality of written expression in these children, using different methodologies. Four studies are reported. In the first, a group of 10-11 year-old children whose teachers regarded their writing difficulties as "unexpected" were compared with matched controls. Objective measurement showed that they had at least average intelligence, could read and spell adequately and did not differ from the control group in their ability to produce stories orally. Consequently, the poor hand- and story writing revealed in the study could not be explained in terms of poor intellect or general language or literacy problems. However, all met criteria for the diagnosis of DCD. The second study confirmed that the physical act of handwriting supported the ability to compose a story in typically developing children but conferred no such advantage if handwriting and movement difficulties were present. When children from Study 1 were followed up after five years, those whose handwriting had not improved continued to have difficulty with written composition. Having shown that poor handwriting can affect the conceptual side of writing, the final study set out to determine which particular aspects of handwriting difficulty might constrain the cognitive resources available for composition. To this end, the effect of increasing motor and orthographic complexity on the spatial, temporal and force aspects of handwriting was explored in a series of writing tasks varying in content, length and difficulty. Consistent with the capacity theory tested, results showed that variations in motor and orthographic complexity affected writing performance in all children, but those with DCD and poor handwriting were affected more.
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Books on the topic "Children's handwriting"

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Pulver, Robin. The Holiday handwriting school. New York: Four Winds Press, 1991.

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Fidge, Louis. Nelson handwriting. Walton-on-Thames: Nelson, 1997.

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Fidge, Louis. Nelson handwriting. Walton-on-Thames: Nelson, 1997.

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Fidge, Louis. Nelson handwriting. Walton-on-Thames: Nelson, 1997.

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Fidge, Louis. Nelson handwriting. Walton-on-Thames: Nelson, 1997.

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Fidge, Louis. Nelson handwriting. Walton-on-Thames: Nelson, 1997.

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Fidge, Louis. Nelson handwriting. Walton-on-Thames: Nelson, 1997.

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Fidge, Louis. Nelson handwriting. Walton-on-Thames: Nelson, 1997.

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Fidge, Louis. Nelson handwriting. Walton-on-Thames: Nelson, 1997.

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Fidge, Louis. Nelson handwriting. Walton-on-Thames: Nelson, 1997.

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Book chapters on the topic "Children's handwriting"

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Soan, Sue, and Eve Hutton. "Confident handwriting." In Universal Approaches to Support Children’s Physical and Cognitive Development in the Early Years, 44–60. Abingdon, Oxon ; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429293610-4.

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Linacre, John Michael. "Advancing the Metrological Agenda in the Social Sciences." In Springer Series in Measurement Science and Technology, 165–93. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07465-3_7.

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AbstractFor over 100 years social scientists have been measuring their subjects on scales regarded as linear. An early example is “The Thorndike Scale for Handwriting of Children” (Thorndike EL. The Thorndike Scale for Handwriting of Children. Bureau of Publications – Teachers College, Columbia University, New York, (1912)), where it is said that “The unit of the scale equals approximately one-tenth of the difference between the best and worst of the formal writings of 1000 children in Grades 5–8.” Though the construction of linear scales in social science has become more rigorous, an early feature continues. Each measurement scale represents a unique perspective on the target variable. Measurement scales for the same or similar target variables are rarely connected. This chapter describes how measurement units for similar scales can be aligned so that measures become independent of the specifics of the situation on which they are based.
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Accardo, A., M. Genna, and M. Borean. "Analysis of Handwriting Kinematic Parameters in Italian Children." In V Latin American Congress on Biomedical Engineering CLAIB 2011 May 16-21, 2011, Habana, Cuba, 1114–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-21198-0_283.

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Akhtar, Shammi, Regina Kasem, Afrin Linza, Mithun Chandra Das, Md Rashedul Islam, and Raihan Kobir. "Mental Disability Detection of Children Using Handwriting Analysis." In Bangabandhu and Digital Bangladesh, 136–47. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-17181-9_11.

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Park, Wanjoo, Georgios Korres, Samra Tahir, and Mohamad Eid. "Evaluation of Handwriting Skills in Children with Learning Difficulties." In Universal Access in Human-Computer Interaction. Multimodality and Assistive Environments, 150–59. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23563-5_13.

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Genna, M., and A. Accardo. "Gender and Age Influence in Handwriting Performance in Children and Adolescents." In IFMBE Proceedings, 141–44. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23508-5_38.

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Huang, Xiansheng, and Yinfeng Fang. "Assistive Robot Design for Handwriting Skill Therapy of Children with Autism." In Intelligent Robotics and Applications, 413–23. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13844-7_40.

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Mulakaluri, Sailaja, and G. S. Girisha. "Identifying Handwriting Difficulties in Children in Devanagari Script Using Machine Learning." In Advances in Intelligent Systems and Computing, 191–204. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0171-2_19.

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Medjram, Sofiane, Véronique Eglin, and Stéphane Bres. "Challenging Children Handwriting Recognition Study Exploiting Synthetic, Mixed and Real Data." In Document Analysis Systems, 538–52. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06555-2_36.

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Srihari, Sargur N., Gang Chen, Zhen Xu, and Lisa Hanson. "Studies in Individuality: Can Students, Teachers and Schools Be Determined from Children’s Handwriting?" In Computational Forensics, 20–30. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20125-2_3.

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Conference papers on the topic "Children's handwriting"

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Puri, Mukta, Sargur N. Srihari, and Lisa Hanson. "Probabilistic modeling of children's handwriting." In IS&T/SPIE Electronic Imaging, edited by Bertrand Coüasnon and Eric K. Ringger. SPIE, 2013. http://dx.doi.org/10.1117/12.2042419.

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Valderrama Bahamóndez, Elba del Carmen, Thomas Kubitza, Niels Henze, and Albrecht Schmidt. "Analysis of children's handwriting on touchscreen phones." In the 15th international conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2493190.2493222.

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Mombach, Jaline, Fabio Diniz Rossi, Juliana Felix, and Fabrizzio Soares. "Remote Assessing Children's Handwriting Spelling on Mobile Devices." In 2020 IEEE 44th Annual Computers, Software, and Applications Conference (COMPSAC). IEEE, 2020. http://dx.doi.org/10.1109/compsac48688.2020.00-80.

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Young-Seok Kim, M. Collins, W. Bulmer, S. Sharma, and J. Mayrose. "Haptics Assisted Training (HAT) System for children's handwriting." In 2013 World Haptics Conference (WHC 2013). IEEE, 2013. http://dx.doi.org/10.1109/whc.2013.6548469.

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Sudirman, Rubita, Narges Tabatabaey-Mashadi, and Ismail Ariffin. "Aspects of a Standardized Automated System for Screening Children's Handwriting." In 2011 First International Conference on Informatics and Computational Intelligence (ICI). IEEE, 2011. http://dx.doi.org/10.1109/ici.2011.19.

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Lods, Arnaud, Eric Anquetil, and Sebastien Mace. "Graph Edit Distance for the analysis of children's on-line handwritten arithmetical operations." In 2020 17th International Conference on Frontiers in Handwriting Recognition (ICFHR). IEEE, 2020. http://dx.doi.org/10.1109/icfhr2020.2020.00068.

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Ren, Tingting, Fang Li, JianFei Luo, and Zhongcheng Wu. "Developmental analysis of consistency in children's handwriting movements using dynamic time warping technology." In 2016 11th International Conference on Computer Science & Education (ICCSE). IEEE, 2016. http://dx.doi.org/10.1109/iccse.2016.7581653.

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Chandra, Shruti, Pierre Dillenbourg, and Ana Paiva. "Classification of Children's Handwriting Errors for the Design of an Educational Co-writer Robotic Peer." In IDC '17: Interaction Design and Children. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3078072.3079750.

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Chandra, Shruti, Pierre Dillenbourg, and Ana Paiva. "Developing Learning Scenarios to Foster Children's Handwriting Skills with the Help of Social Robots." In HRI '17: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3029798.3034818.

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Rinnert, Gretchen Caldwell, Marianne Martens, Aoife Mooney, Joshua A. Talbott, and Bryan Rinnert. "Energetic Alpha, Playful Handwriting Practice for Children." In IDC '17: Interaction Design and Children. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3078072.3091981.

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