Dissertations / Theses: '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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Cardoso, Monique Herrera [UNESP]. "Adaptação cultural do Detailed Assessment of Speed of Handwriting (DASH) para escolares de ensino público." Universidade Estadual Paulista (UNESP), 2014. http://hdl.handle.net/11449/110549.

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Este estudo tem como objetivos traduzir e adaptar para a cultura brasileira o Detailed Assessment of Speed of Handwriting (DASH), e investigar o desempenho dos escolares na adaptação brasileira do procedimento. A fim de alcançá-los, dividiu-se este estudo em duas fases, sendo a fase 01, voltada para a adaptação, e a fase 02, voltada para a investigação. O procedimento metodológico da fase 01, seguiu as etapas: (1) avaliação de equivalências conceitual e de itens, e (2) avaliação da equivalência semântica. Como resultado da primeira etapa (1), verificou-se que por meio de revisões bibliográficas e discussões com os integrantes do comitê de juízes, que os conceitos e os itens são equivalentes nas duas culturas (Britânica e Brasileira). Na etapa 2, foi realizada a adaptação de uma frase para um pangrama na língua portuguesa e definiu-se o uso da letra cursiva na tarefa “Escrita do alfabeto”. Verificou-se que a tradução foi válida e, portanto pôde-se elaborar a versão em português, a qual foi aplicada no estudo piloto com 32 escolares, sendo 4 para cada faixa etária estudada (de 9 a 16 anos), constatando-se fácil aplicabilidade, devido à aceitabilidade e a compreensão dos escolares nas tarefas propostas, não havendo necessidade de novos ajustes semânticos na versão adaptada do procedimento. A partir desses resultados, iniciou-se a fase 02, em que participaram 658 escolares de 05 escolas públicas, localizadas na cidade de Marília (SP) e região, que apresentavam idades entre 09 anos e 16 anos e 11 meses, divididos em oito grupos: 102 escolares no GI (09 anos), 99 no GII (10 anos), 86 no GIII (11 anos), 90 no GIV (12 anos), 87 no GV (13 anos), 68 no GVI (14 anos), 61 no GVII (15 anos) e 65 no GVIII (16 anos). A coleta foi realizada em grupos de 15 a 20 escolares, aplicando, em uma única sessão (de no máximo 50 minutos), as cinco tarefas do DASH. Os dados...
This study aimed to translate and adapt, for the Brazilian culture, the Detailed Assessment of Speed of Handwriting (DASH), and to investigate the performance of the students towards the Brazilian adaptation of the procedure. In order to achieve these goals, this study was divided into two steps: step 01 referring to adaptation and step 02 to investigation. The methodological procedure of step 01comprised: (1) Assessment of conceptual equivalence and items, and (2) assessment of semantic equivalence. As a result of step (1), it could be observed through bibliographic reviews and discussions with the members of the judgment committee, that the concepts referring to the items, were equivalent, for both cultures (British and Brazilian). In relation to step 2, it was realized the adaptation of one phrase, for the pangram in Portuguese language, and the employment of cursive handwriting, for the task “Alphabet writing”. The translation was validated and, therefore the Portuguese version was applied in a pilot study with 32 students; 4 students for each age group studied (9-16 years), confirming the easy applicability, due to the acceptability and comprehension of the students about the proposed tasks, without necessity of new semantic adjustments concerning the adapted version of the procedure. From these results, phase 02 was initiated, in which participated 658 students, of 05 publics schools, located in Marilia city (SP) and region, whose ages ranged from 09 to 16 years old and 11 months, and were divided into eight groups: 102 students in GI (09 years old), 99 in GII (10 years old), 86 in GIII (11 years old), 90 in GIV (12 years old), 87 in GV (13 years old), 68 in GVI (14 years old), 61 in GVII (15 years old) and 65 in GVIII (16 years old). Data collection was realized in groups, from 15 to 20 students, applying, in a single section (in maximum, 50 minutes), all five DASH tasks. Data were analyzed...

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Cardoso, Monique Herrera. "Adaptação cultural do Detailed Assessment of Speed of Handwriting (DASH) para escolares de ensino público /." Marília, 2014. http://hdl.handle.net/11449/110549.

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Orientadora: Simone Aparecida Capellini
Banca: Célia Maria Giacheti
Banca: Clara Regina Brandão de Ávila
Resumo: Este estudo tem como objetivos traduzir e adaptar para a cultura brasileira o Detailed Assessment of Speed of Handwriting (DASH), e investigar o desempenho dos escolares na adaptação brasileira do procedimento. A fim de alcançá-los, dividiu-se este estudo em duas fases, sendo a fase 01, voltada para a adaptação, e a fase 02, voltada para a investigação. O procedimento metodológico da fase 01, seguiu as etapas: (1) avaliação de equivalências conceitual e de itens, e (2) avaliação da equivalência semântica. Como resultado da primeira etapa (1), verificou-se que por meio de revisões bibliográficas e discussões com os integrantes do comitê de juízes, que os conceitos e os itens são equivalentes nas duas culturas (Britânica e Brasileira). Na etapa 2, foi realizada a adaptação de uma frase para um pangrama na língua portuguesa e definiu-se o uso da letra cursiva na tarefa "Escrita do alfabeto". Verificou-se que a tradução foi válida e, portanto pôde-se elaborar a versão em português, a qual foi aplicada no estudo piloto com 32 escolares, sendo 4 para cada faixa etária estudada (de 9 a 16 anos), constatando-se fácil aplicabilidade, devido à aceitabilidade e a compreensão dos escolares nas tarefas propostas, não havendo necessidade de novos ajustes semânticos na versão adaptada do procedimento. A partir desses resultados, iniciou-se a fase 02, em que participaram 658 escolares de 05 escolas públicas, localizadas na cidade de Marília (SP) e região, que apresentavam idades entre 09 anos e 16 anos e 11 meses, divididos em oito grupos: 102 escolares no GI (09 anos), 99 no GII (10 anos), 86 no GIII (11 anos), 90 no GIV (12 anos), 87 no GV (13 anos), 68 no GVI (14 anos), 61 no GVII (15 anos) e 65 no GVIII (16 anos). A coleta foi realizada em grupos de 15 a 20 ... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This study aimed to translate and adapt, for the Brazilian culture, the Detailed Assessment of Speed of Handwriting (DASH), and to investigate the performance of the students towards the Brazilian adaptation of the procedure. In order to achieve these goals, this study was divided into two steps: step 01 referring to adaptation and step 02 to investigation. The methodological procedure of step 01comprised: (1) Assessment of conceptual equivalence and items, and (2) assessment of semantic equivalence. As a result of step (1), it could be observed through bibliographic reviews and discussions with the members of the judgment committee, that the concepts referring to the items, were equivalent, for both cultures (British and Brazilian). In relation to step 2, it was realized the adaptation of one phrase, for the pangram in Portuguese language, and the employment of cursive handwriting, for the task "Alphabet writing". The translation was validated and, therefore the Portuguese version was applied in a pilot study with 32 students; 4 students for each age group studied (9-16 years), confirming the easy applicability, due to the acceptability and comprehension of the students about the proposed tasks, without necessity of new semantic adjustments concerning the adapted version of the procedure. From these results, phase 02 was initiated, in which participated 658 students, of 05 publics schools, located in Marilia city (SP) and region, whose ages ranged from 09 to 16 years old and 11 months, and were divided into eight groups: 102 students in GI (09 years old), 99 in GII (10 years old), 86 in GIII (11 years old), 90 in GIV (12 years old), 87 in GV (13 years old), 68 in GVI (14 years old), 61 in GVII (15 years old) and 65 in GVIII (16 years old). Data collection was realized in groups, from 15 to 20 ... (Complete abstract click electronic access below)
Mestre

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Evans, Anthoinette. "The effects of training, self-recording, and public charting on the cursive handwriting legibility of intermediate developmentally handicapped children." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1314731794.

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Brossard-Racine, Marie. "Determinants of handwriting capacity in children newly diagnosed with attention deficity hyperactivity disorder prior to and following treatment with stimulant medication." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106411.

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Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common disorders of childhood and its consequences extend beyond the child, to include important impacts on the family and community. At present, the primary focus of interventions is on management of symptoms and promoting academic success. There is a common misconception that many of the social, cognitive and motor deficits frequently documented in children with ADHD are attributed to their inattentiveness and other behavioral difficulties. Persisting difficulties in these domains can further challenge the child's developmental trajectory and academic productivity and therefore should be addressed as part of health and educational services. Handwriting is an example of an important life skill that is reportedly impaired in this population, and often requires remediation. Nevertheless, the extent and nature of handwriting difficulties and factors associated with poor legibility are poorly understood in this population. The primary aim of this doctoral thesis was to objectively describe handwriting capacity in medication naïve-children with ADHD, to ascertain relationships between handwriting and motor and attentional abilities and to determine if handwriting improved significantly three months following treatment with stimulant medication. Children in our sample demonstrated wide variability in performance in terms of handwriting speed and legibility. As part of this doctoral project and with the collaboration of expert pediatric occupational therapists, clinical cut-off values that can be used to differentiate between children with and without legibility problems were developed for our outcome measure, the Evaluation Tool of Children's Handwriting. Applying these values, poor letter legibility was noted in 65.3% of the children at baseline (prior to initiation of medication) and persisted in 42.9% of the sample after treatment with stimulant medication. Concomitantly, motor difficulties were also highly prevalent (73.0% at baseline and 55.0% after treatment) with manual dexterity, as measured by the Movement Assessment Battery for Children, the most frequently impaired at both testing periods. Interestingly, handwriting difficulties were not more frequent in children with motor delays. Handwriting legibility was best determined by the visual-motor integration skills, as measured by the Developmental Test of Visual Motor Integration, prior to initiation of medication as well as three months after medication use. Change in legibility and speed of writing was also associated with change in visual-motor integration scores. Preliminary analyses did not consistently highlight particular factors associated with handwriting capacity, when comparing children with and without persisting motor difficulties. However, the severity of behavioral symptoms was significantly associated with components of motor performance. This study confirms that motor skills deficits, poor legibility and slow writing speed are highly prevalent in children with ADHD. The results of this study further suggest that use of stimulant medication to improve behavior in children with ADHD is not sufficient to eliminate these handwriting challenges nor the coexisting motor difficulties. These children would therefore greatly benefit from a routine evaluation by an occupational therapist focusing on motor performance and the child's performance in everyday meaningful activities such as handwriting so that problems may be readily identified and appropriately addressed to optimize the child's functional potential and participation in life roles.
Le trouble déficitaire de l'attention avec ou sans hyperactivité (TDA/H) est l'un des diagnostics pédiatriques les plus répandus. Présentement, la gestion des symptômes et la promotion de la réussite académique de l'enfant sont au centre des interventions. La pensée populaire veut que plusieurs des déficits sociaux, cognitifs et moteurs fréquemment observés chez les enfants avec un TDA/H, seraient la conséquence de leurs difficultés d'attention. Lorsque ces déficits persistent, ils peuvent compliquer le développement et la réussite académique de ces enfants. Pour cette raison, ces difficultés doivent être rapidement reconnues et adressées par les ressources du domaine de l'éducation et de la santé. L'écriture manuelle est un exemple d'une habileté importante avec laquelle cette population éprouve souvent des difficultés. Toutefois, la nature et l'étendue des difficultés, ainsi que les facteurs associés avec la performance à l'écriture n'ont encore jamais été étudiés chez cette population. Les aspirations principales de cette thèse de doctorat étaient, dans un premier temps de décrire objectivement la capacité d'écriture manuelle des enfants avec un TDA/H n'ayant encore jamais reçu de médication; d'établir la relation entre leur capacité d'écriture et leurs habiletés motrices et attentionnelles; et finalement de déterminer si leur capacité d'écriture s'améliorera de façon significative après trois mois de traitement avec une médication psychostimulante. Dans le cadre de ce projet de doctorat, et avec la collaboration d'ergothérapeutes experts en pédiatrie, des valeurs limites ont été développées pour notre outil de mesure principal, the Evaluation Tool of Children's Handwriting, afin de différencier les enfants avec des problèmes de lisibilité de ceux qui n'en ont pas. Une pauvre lisibilité des lettres a été notée chez 65.3% des enfants de notre échantillon à l'évaluation initiale (avant le commencement de la médication), et a persisté dans 42.9% des cas lorsque ceux-ci ont été évalués après trois mois de traitement avec une médication psychostimulante. Les difficultés motrices étaient aussi très fréquentes (73.0% à l'évaluation initiale et 55.0% après traitement). La dextérité manuelle, évaluée avec the Movement Assessment Battery for Children, était l'habileté la plus faible et ce, à toutes les périodes d'évaluation. Étonnamment, les difficultés d'écriture n'étaient pas plus présentes chez les enfants avec des difficultés motrices. La lisibilité de l'écriture était fortement déterminée par les habiletés d'intégration visuo-motrice évaluées selon the Developmental Test of Visual Motor Integration, tant avant l'initiation de la médication que trois mois après. Un changement en lisibilité et en vitesse était également associé avec un changement dans les résultats obtenus à l'épreuve d'intégration visuo-motrice. Toutefois, la sévérité des symptômes comportementaux était associée avec certaines composantes motrices. Cette étude confirme que la lisibilité et la vitesse d'écriture sont fréquemment diminuées chez les enfants avec un TDA/H. Les résultats de cette étude suggèrent que l'emploi d'une médication psychostimulante qui améliorent les symptômes comportementaux des enfants avec un TDA/H comme seule intervention n'est pas suffisante pour remédier à leurs problèmes d'écriture ni aux difficultés motrices qui peuvent exister en comorbidité. Ces enfants bénéficieraient grandement d'une évaluation de routine en ergothérapie au moment du diagnostic dans le but d'identifier la présence de déficits moteurs et de déterminer leur performance dans leurs activités significatives de la vie quotidienne, telle que l'écriture. De telles difficultés pourraient alors être rapidement identifiées et adressées de façon appropriée afin d'optimiser le fonctionnement de l'enfant dans ses différents rôles occupationnels.

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15

Harris, Geri Maria. "Evaluating the Efficacy of Video Self-Modeling for Remediating Dysgraphia in Children with Autism Spectrum Disorders." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3165.

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Writing is essential to human interaction. When handwriting is illegible, communication may be negatively impacted. A severe deficit in handwriting is known as dysgraphia, a problem frequently associated with autism spectrum disorders (ASD). Video self-modeling (VSM) has been proven effective for children with ASD in the strengthening of social skills, verbalizations, and daily living skills. However, there remains a significant gap in the literature regarding the use of VSM for the treatment of dysgraphia in children with ASD. Because VSM has demonstrated success in the acquisition of many types of skills, it may prove similarly effective for remediating dysgraphia in children with ASD. Utilizing a behavioral perspective, this study seeks to determine if VSM is an effective treatment for improving handwriting legibility and proficiency. This study analyzes secondary data collected by a day treatment center (DTC) specializing in the care of children with ASD. Data indicated that after establishing a baseline level of behavior for writing simple words, the DTC staff administered the VSM treatment and rated the legibility of the participants' responses based on the Woodcock-Johnson III Tests of Achievement (WJ-III) Handwriting Legibility Scale. Raw score differences between baseline and treatment phases were recorded and analyzed. A pretest/ posttest evaluation based on scores obtained from the Handwriting Proficiency Screening Questionnaire (HPSQ) and Handwriting Proficiency Screening Questionnaire for Children (HPSQ-C) determined changes in handwriting proficiency. Effectively analyzing this data would be an important contribution to the existing literature, and would enhance social change initiatives through strengthening the communication skills of individuals with ASD.

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Evans, Christina Lorraine. "Does the use of educational technology and multi-modal learning experiences assist children in the development of early letter formation and handwriting skills, especially those with cross lateral preference?" Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/58614/.

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Objective: This study investigated the prevalence of cross lateral preference (CLP) amongst young children. This study also explored whether the use of educational technology and the use of specific software can assist young children in the development of early letter and number formation, especially those identified as displaying CLP. Method: The study included fifty children aged 4-5 years, divided into two groups; the experimental group and the control group. The lateral preferences of hand, foot, eye and ear of both groups were assessed through the use of individual performance based assessments. The experimental group had daily access to the software on an interactive table for a period of eight weeks whilst the control group had no access to the software. Results: The prevalence of CLP amongst fifty 4-5 year olds was found to be 100% when all four indices of hand, foot, eye and ear were considered. The results from the univariate ANOVA analysis showed a statistically significant result for the experimental group only in respect of letter formation. No statistical evidence was found to suggest a relationship exists between attainment and CLP. Conclusions: The prevalence of CLP amongst fifty 4-5 year olds is much higher than previously reported, especially when the four indices of hand, foot, eye and ear are considered. The use of the specific software on the interactive table was successful in assisting young children with early letter formation.

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Strickland, Monica Kathleen. "The Effects of Self-evaluation and Response Restriction on Letter and Number Reversal in Young Children." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4542/.

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The purpose of this study was to evaluate the effects of a training package consisting of response restriction and the reinforcement of self-evaluation on letter reversal errors. Participants were 3 typically developing boys between the age of 5 and 7. The results indicated that the training package was successful in correcting reversals in the absence of a model during training and on application tests. These improvements maintained during subsequent follow-up sessions and generalized across trainers. Fading was not always necessary in correcting reversals, but was effective in correcting reversals that persisted during the overlay training procedures. The advantages to implementing a systematic intervention for reducing letter reversal errors in the classroom, as well as directions for future research, are discussed.

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18

Mann, Anne-Marie. "Child-centred technologies as learning tools within the primary classroom : exploring the role of tablets and the potential of digital pens in schools." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/11012.

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This thesis provides insights into how technology can be and is used as child-centric learning tools within primary school classrooms. The conducted studies look closely at how tablet technology is integrated into the modern classroom, and considers how existing digital writing technologies could support handwriting-based learning exercises in future. This is achieved by conducting three in-the-wild studies, using different approaches, with a total of seventy-four children in school classrooms. In the first study, focus is placed on how tablets integrate into and with existing classroom practices, documenting when and how children use tablets in class. Relevant and complementary to this, the use of traditional writing tools is questioned and two further studies explore the potential and suitability of digital pens to support children's handwriting-based learning. One looks in detail at how children's handwriting is effected by different existing digital pen technologies. The other study, conducted through a creative, participatory design session, asks children to provide their opinions regarding desirable features for digital writing technology. The findings from this research classify and exemplify the role of tablets in the classroom, and explore potential design directions of digital writing tools which could be used by children in the future. This work may be useful and of interest to others who conduct research with children within the fields of Human Computer Interaction, Child Computer Interaction or education.

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"Monolingual and bilingual children's visual processing of words during handwriting: An eye-tracking study." Tulane University, 2021.

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archives@tulane.edu
As bilingual populations continue to increase in the US, more research is needed to understand how multilingual language learning may affect child development, especially when developing early literacy skills. To address this question, the current study investigates the differences between monolingual and French-English bilingual children’s handwriting through the use of eye-tracking technology. A sample of 39 second-grade students participated in the study, in which they copied a series of French, English, and nonsense stimulus words of varying lengths. Eye-tracking videos were coded frame-by-frame to assess differences in copying times, reading fluency defined by lookbacks, and motor continuity defined by pen lifts. GLMM analyses suggested evidence for bilingual code switching in which the bilingual group showed increases in stimulus looking times and writing times compared to the monolingual group. As language familiarity increased for the bilingual group, writing became more efficient as evidenced by shorter lookback durations. Furthermore, French and nonsense words were found to require more lookbacks and longer lookbacks than English words across the two groups, suggesting the more familiar English words led to more efficient writing in this particular sample. Further research is needed to determine if these results translate to other languages or if they may change across development.
1
Riana Gaudet

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20

"Developmental importance of handwriting and cognitive skills in children's Chinese literacy acquisition in beginning and advanced learners." 2014. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1291614.

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Lam, Siu Yin.
Thesis M.Phil. Chinese University of Hong Kong 2014.
Includes bibliographical references (leaves 52-60).
Abstracts also in Chinese.
Title from PDF title page (viewed on 28, October, 2016).

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21

Cheng, Pi-Chin, and 鄭媲瑾. "The Learning Effects of Meaningful Handwriting Instrutions on the Word Handwriting of Children with Word Handwriting Difficulties." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/12288794473823111284.

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碩士
國立臺北教育大學
特殊教育學系碩士班
96
The major purpose of this study was to compare the effects of traditional handwriting instruction with meaningful handwriting instruction on elementary school students with handwriting difficulties. The subjects were a third and a fourth graders who had difficulties in handwriting, but they were not with dyslexia. An alternating treatment design of single subject research method was adopted. The experimental instruction proceeded for six weeks, including intervention phase and final treatment phase. In the intervention phase, traditional and meaningful instructions were conducted alternately, and students’ immediate, short-term and long-term learning results were evaluated separately. Word shapes generalization tests were also conducted in the beginning and at the end of the intervention phase. These data were used for further analysis about the subjects’ learning and their strategies to generalize new words. The results of this study were as follows: 1. As for the immediate learning effects, two students performed better in meaningful handwriting instruction than in traditional one. 2. As for the short-term and long-term effects, two students performed better in meaningful handwriting instruction than in traditional one. 3. Both students could learn new words by analogy with strategies learned in the meaningful handwriting instruction. They also improved a lot in word shapes generalization tests. 4. Meaningful handwriting instruction did help these two students have a better understanding about the meaning of words, as well as a better memory of the word shapes. Student B especially had a great improvement in these aspects. Finally, based on the results and limitations of this study, the researcher proposed some suggestions for handwriting remedial instruction and future research. Keywords: student with handwriting difficulties、meaningful handwriting instruction、traditional handwriting instruction、the effects of handwriting

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22

"The development of handwriting in young children." Tulane University, 2019.

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archives@tulane.edu
Despite the increasing use of keyboards in the classroom, handwriting is still considered a fundamental skill that young children need to master to succeed in most areas of the elementary school curriculum. Children’s school readiness is determined by an array of cognitive, perceptual, and motor abilities that provide the foundation for academic success. These foundational abilities must be integrated for efficient handwriting and a failure of this integration predicts later academic achievement. When children begin writing, they develop from producing incoherent lines to producing letters that are more common in their language or are found in their names. Children must then learn to produce the remaining letters in their alphabet to become proficient writers. The process that children use to master the letters of an alphabet is not well understood. Previous research has focused primarily on the production of handwriting as a single skill, yet the production of handwriting entails a process in which children must integrate visual, fine motor, and basic reading skills to produce letters and words. The process of handwriting also develops in an environment that is full of letters and words. To date, the literature on handwriting has failed to address the processes that children utilize during handwriting, how these processes change through children’s development, and how the environment children are developing in influences these processes. This dissertation provides a theoretically integrative account of children’s handwriting development. The objectives of this dissertation are to determine the letter frequencies in children’s picture books, determine the opportunities that children are presented to copy letters in handwriting workbooks, measure the influence of change in grade and growth of basic reading skills on children’s visual processing development during handwriting, and measure visual-motor integration during handwriting. The approach to test these objectives is to integrate methods from educational and developmental psychology literatures in a novel series of studies using content analyses of children’s educational resources, head-mounted eye-tracking and academic assessments. By understanding the interaction between cognitive, linguistic, visual, and motor processes, researchers may establish possible mechanisms for the process of children’s development of complex skills, such as handwriting.
1
Nicholas E. Fears

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23

Ying-LuHsiao and 蕭英露. "Factors predicting handwriting performance of school-aged children." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/4z799e.

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碩士
國立成功大學
職能治療學系
104
Handwriting is an important but complicated skill. The purpose of this study was to identify (1) the perceptual motor factors predicting handwriting readiness in kindergarten, (2) the perceptual motor factors measured in kindergarten predicting the handwriting performance of children at 1st grade. A total of 106 kindergarten children received the assessments of the Test of Visual Perceptual Skills-Third Edition(TVPS-3), the Bruninks-Oseretsky Test of Motor Proficiency- Second Edition(BOT-2), and The Berry-Buktenica Developmental Test of Visual-Motor Integration- Forth Edition(VMI) in kindergarten. Their teachers were asked to fill out the Attention-Deficit/Hyperactivity Disorder Test (ADHDT) and the Chinese Handwriting Evaluation Form (CHEF)- preschool version. At grade one, their handwriting performance was measured using the Battery of the Chinese of Pupils and the CHEF-school version. The results showed that the ADHDT and the VMI were important predictors for handwriting readiness. Handwriting readiness, manual dexterity, visuomotor integration, and form constancy had significant prediction on handwriting performance of first-grade children. In conclusion, parents and teachers should pay attention on the development of those abilities in kindergarten period, particularly for those from low socioeconomic families.

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24

Hui-NingShih and 石蕙寧. "Handwriting Performance of School-age Children Born Preterm." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/62073729744365137905.

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碩士
國立成功大學
職能治療學系
103
This thesis includes two studies on the handwriting performance of preterm children. In the first study, we aimed to compare handwriting performance of children born preterm and at term children at grade 2. Biological, health, and social factors related to handwriting performance in children were also investigated. Sixty-eight preterm and 71 term children were recruited. Children’s class teachers were asked to complete the Chinese Handwriting Evaluation Form (CHEF).The results showed that gender and an experience of rehabilitation treatment in the early years were significantly related to handwriting performance of preterm children. A significant interaction effect of group (preterm  term) and gender in the handwriting speed was found. Boys born prematurely demonstrated slower handwriting speed compare to boys at term (p=0.006), while no significant differences were found in girls born preterm and at term. In the second study, we aimed to investigate the underlying factors related to the handwriting performance of preterm children. Forty-one preterm children were recruited and their intelligence, attention, visual perception, tactile and kinesthetic sensation were assessed. After controlling for the covariates, the results showed that visual perception was the best predictor of overall handwriting performance (R2=0.17, p=0.025). Attention was the best predictor of handwriting speed (R2=0.339, p=0.04). The present findings indicate that preterm children who are boys, have received a diagnosis of developmental delay, and have had rehabilitation in early years are at high risk for poor handwriting performance. In addition, visual perception and attention are significant predictors related to handwriting performance in preterm children. The evaluation and intervention of visual perception and attention are suggested for preschool children born prematurely may be helpful to improve their handwriting performance in the primary school later.

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Lee, Tzu-I., and 李姿誼. "Relevant Factors of Handwriting Legibility in Elementary School Children." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/13176378866458409375.

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碩士
國立臺灣大學
職能治療研究所
102
Background and Purpose: Several studies have been done in investigating the predictors of handwriting legibility. However, inconsistent results were reported due to the lack of consideration that predictors of legibility may vary in different age groups. To overcome the current limitation in evaluating legibility, a new program, called Chinese Legibility Assessment (CLA) was proposed. In conclusion, the major purposes of this research project were to test the validity of the proposed computer-based software for measuring legibility and to examine the determinant predictors for legibility of children in various age groups. Method: Participants were selected using convenience sampling methods. A total of 118 children (50 boys and 68 girls) participated in this study. The inclusion criteria were children who were elementary school students and aged between 6 and 13 years. The exclusion criteria were children with (1) specific diagnosis, such as cerebral palsy or autism reported by parents or teachers and (2) Intelligence Quotient (IQ) <70. Children’s handwriting legibility was measured by the CLA, a computerized legibility assessment program. Potential predictors were visual perception (VP), eye-hand coordination (EHC), visual motor integration (VMI) as well as kinematic and kinetic parameters. VP, EHC and VMI were tested by Beery-Buktenica Developmental Test of Visual-Motor Integration and its supplementary tests. Results: The results showed that the convergent validity of CLA was moderate to strong (r=.632). Stepwise multiple regression models showed that the predictor of legibility in grade one was VMI. For grade 2, EHC and writing force were the significant predictors. For grade five and six, stroke velocity was the only significant predictor. However, no predictor was found in grade 3 and 4. Conclusion: The study results showed that CLA has adequate validity and also reported that the predictors of legibility varied in different age groups According to our results, it was suggested to focus more on VMI, EHC and writing force at junior grade whereas kinematic parameters played an important role on influencing children’s handwriting quality at senior grade.

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Schwellnus, Heidi D. "Pencil Grasp Pattern: How Critical is it to Functional Handwriting?" Thesis, 2012. http://hdl.handle.net/1807/33896.

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This thesis reports the results of a large study to evaluate the kinetics of pencil grasp patterns in terms of speed and legibility of handwriting of children in Grade 4. Current clinical practice as recent as 2008 suggests that teachers identify the dynamic tripod pencil grasp as an optimal pencil grasp for handwriting. Research findings had suggested that three other pencil grasps may be functional for handwriting, though there was still inconclusive evidence upon which to base clinical practice. The purpose of the present study was to: assess the impact of pencil grasp on the speed and legibility of handwriting; to determine the effect of grasp on speed and legibility following a 10-minute copy task intended to induce fatigue; and to describe the axial and grip forces of the four pencil grasps. 120 children were assessed, completing a standardized handwriting assessment before and after a 10-minute copy task. The participants utilized an instrumented pen and wrote on a digitizing tablet, which measured, respectively, the axial and grip forces associated with their grasp patterns. Pencil grasp was not found to impact the speed or legibility of the written product in either short or long duration copy tasks. Fatigue decreased the legibility of the product across all pencil grasps but increased the speed across all pencil grasps equally. Grip and axial forces were only different in grasps with an adducted thumb and mainly during the initial assessment. Collectively, these results suggest that four mature grasps are equally functional for handwriting in children of this age. These findings contradict common clinical impressions that the dynamic tripod pencil grasp is optimal.

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Lo, Hui Shan, and 羅慧珊. "Factors associated Chinese Handwriting Performance in Children with Cerebral Palsy." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/29912734899350054260.

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碩士
長庚大學
早期療育研究所
100
Children with CP who have good function on upper extremity are generally expected to learn to write alongside their peers. Nevertheless children with CP are not only had motor impairment but also had deficits of sensation, perception and cognition, which are important factors of handwriting. The aims of this study were to compare handwriting performance in children with CP and children with typical development (TD), to compare handwriting performance in children with CP with different severity, to establish the relationships of sensory-perceptual- motor and handwriting performance in the children with CP and the children with TD, to establish the relationships of handwriting performance and school function, and to clarify important factors affecting handwriting performance in children with CP and children with TD. The study included 30 children aged 7–12 years with cerebral palsy and 31 typically developing children of similar age. The Chinese handwriting assessment tool (CHAT) and comprehensive test of basic reading and writing were used to evaluate handwriting performance, including total writing time, writing speed, in-air time, in-ground time, pressure pattern, and errors scale et al. The clinical assessment tools include Test of Visual-perceptual skills -3rd (TVPS-3), Bruininks– Oseretsky Test of Motor Proficiency (BOT-2), The Beery-Buktenica Development Test of Visual-Motor Integration (VMI), sensory, and School Function Assessment (SFA). Group differences in categorical demographic data (gender, dominant hand) were determined using the chi-square test. Group differences in continuous data were compared by a one-way ANOVA or ANCOVA with post-hoc Dunnett’s T3 multiple comparisons. Pearson’s correlation was utilized to determine the relationships between demographic data, clinical data, and handwriting performance. Multiple stepwise linear regression analysis was performed to characterize the relationship of handwriting performance with related variables. A p-value < .05 was considered as statistically significant. The results showed that children with CP whose were significantly had poor performance in some subtests of TVPS-3, fine manual control, motor coordination, and visual-motor integration than children with TD(p<.05). The children with levelⅡ CP were significantly had poor performance in visual sequence memory, fine manual control, motor coordination, and visual-motor integration than children with levelⅠCP (p<.05). The results showed that children with LevelⅡ CP whose were significantly had poor performance of handwriting speed, in-air time, and visual processing error scores (VPES) than children with TD (p<.01). There were no significantly difference in handwriting speed, in-air time, and VPES between children with LevelⅠCP and with TD . The children with LevelⅠand LevelⅡ CP were significantly had poor performance of in-ground time, size SD, motor ability errors(MAES) and total errors(TES) than children with TD (p<.05). There were no significantly difference in handwriting pressure between children with CP and TD. There were significantly difference in handwriting speed, in-ground time, in-air time, MAES, VPES and TES between children with LevelⅠand LevelⅡ CP (p<.05). The result of regression analysis showed that motor coordination is an important affected factor of writing speed, MAES and TES, and visual-motor integration is an important affected factor of VPES in CP group. Age and visual perception are also correlated factors that affecting writing speed and legibility in CP group. In TD group, age is an important affected factor of writing speed, VPES and TES, and visual-motor integration is an important affected factor of MAE. TES is an important factor associated written work and task behavior/completion in CP group. Developing the sensory-perceptual-motor function of children with cerebral palsy would thus be possible, and they would be able to develop handwriting skill as a tool for their academic lives as healthy peers.

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Stindt, Karen Jackson. "Comparison of two types of handwriting intervention for kindergarten children." 1997. http://catalog.hathitrust.org/api/volumes/oclc/37543251.html.

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Thesis (M.S.)--University of Wisconsin--Madison, 1997.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 21-24).

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Lee, Tasi Yun, and 李彩雲. "Handwriting Performance of Children With Attention Deficit/Hyperactivity Disorder: An Exploration." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/12764936275639122181.

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碩士
長庚大學
職能治療學系
98
Attention deficit/hyperactivity disorder (ADHD) was the mostcommon neurobehavioral condition of childhood. Handwriting was an essential academic skill and had been shown to be markedly impaired in children with ADHD. There were few published studies found documenting the nature of handwriting disorders for this population.Existing evidence suggested that children with ADHD had poorhandwriting performance, characterized by illegible written material and/or inappropriate speed of execution compared to children withoutADHD. However, there was no consist conclusions for the reasons of ADHD children with handwriting difficulties. The aim of study was to explore the nature of handwriting characteristics and collect the kinematic data by using of a digitizing tablet. It would be informative with regard to neurological substrate involved in handwriting problem that underly ADHD. We recruited 30 children with ADHD participated in the present study and 30 normal children. Both groups were evaluated relative paper-pencial tasks and collected process and product of handwriting data from a digitizing tablet. We used independent t test to compare the difference of two groups (p<.05).Results provided evidences for poor performance of ADHD in comparison with control group across handwriting process and product measures. The poor handwriting performance of ADHD was relative to not only visual perception, visual motor skill and fine motor, but also central and peripheral aspects relative of neuropsychological model in handwriting.

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Yu-ChenLin and 林宥岑. "Kinetic Analysis of Handwriting Performance among 5 to 12 Years Old Children." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/77441783635444731146.

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碩士
國立成功大學
職能治療學系碩博士班
100
Handwriting is a very important and basic ability for children mastering their school-life and academic performance. Numerous tools have been developed for evaluating various aspects of handwriting performances, such as legibility, writing speed and grip forms, etc. However, few investigations using quantitative descriptions to evaluate the kinetics of handwriting were found in the literature owing to the lack of suitable assessment tools. Hence, this study quantified the kinetic performance of handwriting tasks with 5 to 12 years old children via a custom Force Acquisition Pen (FAP) system. The purposes of this study were: 1) to investigate the effect of age and gender on handwriting kinetics, 2) to study the effect of task differences on handwriting kinetics, and 3) to explore the relationship between children’s handwriting kinetics and the performance of fine motor tests among 5 to 12 years old children. This study recruited 181 children from age 5 to 12, including 39 children from the top class in kindergarten and 142 children from Grade 2, 4, and 6 of elementary school in Tainan and Kaohsiung. A series of tracing tasks including lines (horizontal/vertical/ oblique), circles and numbers were administered to each child. While the children were asked to trace strokes, the contact force between the pen-tip to writing surface as well as digits to the pen-barrel were collected simultaneously with the FAP. The parameters, Modulation Range (MR), Number of Force Fluctuations (NFF), Impulse (I), Impulse Ratio (IR), were designed for describing the kinetic relationships between hand, pen and writing surface. In addition, the Bruininks-Oseretsky Test of Motor Proficiency performance-2 (BOT-2) was used to measure children’s fine motor skills which provided the information to explore the relationship between the fine motor skills and handwriting performance. The kinetic results indicated the girls wrote faster than the boys did. The elder children showed better writing fluency, more mature force applying pattern and used less time to write than the younger children did. There was a moderate relationship (r= -0.549~ -0.636, p〈.001) between Manual Dexterity scores and NFF which determined that handwriting may be relevant to the skills of manual dexterity. IR results were thumb 〉 index finger 〉 middle finger (0.46±0.07 〉 0.32±0.07 〉 0.22±0.08) which indicated that middle finger plays as a stabilizer but the thumb and index finger play as the controllers when performing the writing tasks. The results of writing kinetics were divided into 4 categories (by age) as the developmental norms for 5 to 12 years old children. The findings of this study may provide a reference for therapists and teachers planning interventions for children with handwriting problems. Recommendations for future studies may include the design of various pen styles (barrel size or shape) for further investigation the handwriting performances in depth and also combination of motion capture system to integrate the kinematics and kinetics of handwriting.

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31

Huang, Ting Yi Chiu, and 邱黃亭貽. "The effects of writing media and backgroud color on handwriting performance of children." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/58265114463530827544.

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碩士
長庚大學
工業設計學系
101
Handwriting is a complex process. In Taiwan, Chinese character writing is one of the many major aspects of an elementary school student’s school life. And technologies have been gradually applied to teaching and learning as assistive tools over the years. Tablet PCs are the most preferred as they are light-weighed, generate immediate feedback, and provide intuitive handwriting functions, allowing students to practice and learn on one electronic gadget. Color is another factor to used in learning for help children improve work efficiency. So we want to know the affection between color and handwriting by different media. Participants (31 school-age children) wrote on white, yellow, red, blue and green on paper and Tablet PC. In addition to analyze their handwriting, we also want to figure out children’s emotion about these colors. The results show that the media affects the writing performance. For children, red represents a positive emotion. And when participants write on red background, they will have better performance and bigger handwriting. Therefore, the design of children's products and services, educational strategies for children can be used red as a writing background. Because use the color which mean positive for children, may improve their learning effect.

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32

Chen, Pin-Hua, and 陳品華. "Perceptual-Motor Factors Associated with Chinese Handwriting Performance in Children with Autism Spectrum Disorders." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/58f977.

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碩士
國立臺灣師範大學
特殊教育學系
106
Handwriting is an essential skill in the academic performance of school-age children, but it is also a weakness in children with autism spectrum disorder. Currently, no study has examined the Chinese handwriting performance of children with autism spectrum disorder, and the perceptual-motor factors contributing to this crucial skill. This study investigates the relationship between Chinese handwriting performance, core symptomology, and perceptual-motor abilities in children with autism spectrum disorder, and aims to predict their handwriting performance based on core symptomology and perceptual-motor abilities. Children with autism spectrum disorder, who were between 3rd and 6th grade in primary school, were recruited for this study. Using the Tseng handwriting problem checklist, handwriting difficulties were identified in 34 subjects. Evaluation tools used in this study included the Chinese Writing Assessment of Pupils, Autism/Asperger Behavior Rating Scale, Test of Visual Perception of Chinese Characters, Block Design test, the fine motor precision and manual dexterity subtests of the Bruninks-Oseretsky Test of Motor Proficiency- Second Edition, short form (BOT-2), and The Beery-Buktenica Development Test of Visual-Motor Integration (VMI). Pearson’s correlation coefficients were computed, and data were analyzed with multiple hierarchical regression models. Findings suggest the following: 1. Chinese handwriting performance negatively correlated with autistic core symptomology (particularly, the social perspective), visual memory, and visual-motor integration. 2. Positive correlations were identified between dictation, visual memory, and visual-motor integration. Fine motor and visual motor integration positively correlated with far copying and copying speed. 3. Visual memory and social behavior were significant predictors of dictation performance. 4. Fine motor and social behavior were significant predictors of far copying and copying speed. The results of this study clearly showed that the social perspective of autistic core symptomology has a strong relation with, and is a predictor of, Chinese handwriting performance. Regarding the relationship between perceptual-motor abilities and handwriting, visual memory is a significant predictor of dictation performance in autistic children, while fine motor is predictive of far copying and copying speed. Therefore, visual perception, fine motor, and visual-motor integration are crucial parameters to consider while analyzing children’s handwriting difficulties. If children experience difficulties in social integration and social skill during early childhood, it is important to pay attention on their visual-motor development, and follow the development of graphomotor skill.

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Su, Chia Ying, and 蘇家螢. "The Handwriting Learning Effects of Multimedia Computer-Assisted Instruction on the Children with Learning Disability." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/09314186666941207529.

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碩士
國立臺北教育大學
特殊教育學系碩士班
97
This aim of this research was to compare the effects of multimedia computer-assisted instruction (MCAI) in handwriting ability of children with learning disability in primary school. Two middle grade students with handwriting difficulties were recruited in this study. Subjects with disability in character recognition and dysgraphia were excluded in this study. The experimental instruction proceeded for twelve weeks, including intervention and treatment phase. Alternative intervention between tradition and multimedia computer-assisted instruction with Chinese Radicals Teaching were performed in intervention phases. The effectiveness of handwriting were evaluated in immediately, short term and long term performances. Results of this research were as follows: 1.As for the immediate learning effects in handwriting, subjects performed better in MCAI than traditional instruction. 2.As for the short tern and long tern learning effects in handwriting, subjects performed better in MCAI than traditional instruction. 3.As for the rate of mistakes and error of different catalogs, subjects performed better in MCAI than traditional instruction.

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34

Ranade, Dipti. "The effect of a vertical line template and a slant board on printing of children with handwriting difficulties." 2007. http://proquest.umi.com/pqdweb?did=1240709371&sid=8&Fmt=2&clientId=39334&RQT=309&VName=PQD.

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Thesis (M.S.)--State University of New York at Buffalo, 2007.
Title from PDF title page (viewed on July 17, 2007) Available through UMI ProQuest Digital Dissertations. Thesis adviser: Nochajski, Susan M. Includes bibliographical references.

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35

Guzman, Julia M. "Telewrite: A New Telehealth-Based Assessment to Evaluate the Handwriting Skills of Children in First Through Third Grade." Thesis, 2021. https://doi.org/10.7916/d8-yskt-dv66.

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Telehealth is needed urgently nationwide, given the COVID-19 pandemic. It isespecially urgent in rural and less populated areas where healthcare access is limited. Currently, because there are no pediatric handwriting assessments validated for telehealth use, the TeleWrite assessment would fill an unmet service need and expand the use of telehealth-based occupational therapy (OT) assessment in pediatric practice. This dissertation explored the preliminary psychometric properties of TeleWrite, a handwriting assessment tool designed to measure the legibility and fluency of handwriting for children in first through third grade administered via telehealth. A series of studies were completed to determine initial interrater reliability, content validity, and clinical utility using classical test theory. The Rasch model of measurement was used to determine the preliminary psychometric properties of TeleWrite using Winsteps® (v. 4.7.0). The quantitative Rasch analysis of TeleWrite included administration of the tool to 148 children from first to third grade. This study tested the initial construct validity (internal validity) and test reliability of TeleWrite using the Rasch model of measurement. The Partial Credit Model (PCM) was used for rating scale analysis because TeleWrite is composed of three distinct scales (handwriting rate, accuracy, and fluency) that differs per task (near point or far point) and per grade level. The Rasch analysis showed a generally good fit with the Rasch unidimensional model, indicating strong construct and internal validity and moderate ability to separate abilities of students reliably in terms of handwriting skills. However, following the Rasch model, a larger sample is necessary to obtain improved calibration, reliability, and validity measures. This study and supported by the literature described the need for a new handwriting evaluation tool validated for telehealth use. The findings of the current research contribute to the literature and OT practice as the first handwriting assessment specifically designed and validated for telehealth use that assesses all pertinent variables of handwriting associated with handwriting difficulties.

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Lin, Hsin-kai, and 林新凱. "The effect of the functional handwriting assistive technology program on the prewriting skills of the elementary school children with cerebral palsy." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/93495071845033145271.

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碩士
國立臺南大學
特殊教育學系碩士班
97
The main purpose of this study was to explore the effect of the functional handwriting assistive technology program on the prewriting skills of the elementary school children with cerebral palsy. The single subject, multiple probe across subjects design was adopted. The independent variable was the functional handwriting assistive technology program, including of the abnormal reflex of inhibition programs, the individual grasping assistive technology, and the practice of the prewriting skills. The dependent variable was the prewriting skills of the elementary school children with cerebral palsy. The subjects of the study were three children with cerebral palsy (one was six years and three months old, and the others were six years and seven months old). The study tools included in the Berry-Buktenica developmental test of visual-motor integration as the use of pre-tests and post-tests, the researcher established on the examine sheets of prewriting skills and the interview sheets of the functional handwriting assistive technology program for the children of cerebral palsy, their parents, and their teachers. During the 22-weeks experiment of the program, data were collected during the five stages, including of the pre-test, the baseline, the intervention, the following-up and the post-test. All observation and experiment took place in the classroom setting. Visual analysis and further tested with the simplified time-series C statistic were used to analyze the effect of the functional handwriting assistive technology program. The observational analysis and social validity analysis using interviews with the related individuals were also supplemented. Results of this study are summarized as the followings: 1. The functional handwriting assistive technology program increased and maintained the prewriting skills of the elementary school children with cerebral palsy. 2. After the intervention of the functional handwriting assistive technology program, it produced more positive effects with using the functional handwriting assistive technology than those without using the assistive technology. So, we should continue to provide the functional handwriting assistive technology. 3. Interviews with the related individuals have indicated that this research had a high social validity; it means the research subjects, their parents, and their teachers all supported the effect of this study. By the way, we also found this program improved the frustration, the dependence, and the cognitive learning motivation of the research subjects. Finally, based on the results, the author also found out the recommendation on teaching and research for the future use.

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Blahutová, Jitka. "Diagnostika a terapie úchopu s cílem nácviku grafomotoriky u dětí z pohledu ergoterapeuta. Podtitul: Možnosti využití speciálně vyvinuté grafomotorické pomůcky v testování tužkového úchopu u dětí předškolního věku." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-351411.

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The main topic of my diploma thesis is the diagnosis and the therapy of handwriting training of hand grasp in preschool children. This diploma thesis describes and evaluates possibilities of using a handwriting tool, which was developed in cooperation with Centre for Biomedical Engineering and 1. Faculty of Medicine, for hand grasp testing. A handwriting tool measures fingers grip pinch while the fingers are used in hand grasp. The theoretic part comprehend useful findings about handwriting, its development. In detail it is focused on diagnosis and therapy of hand grasp, which is an important aspect in handwriting development. This theoretic part also includes description of handwriting disabilites in preschool children and description handwriting tools, which are used for correct hand grasp training. The conclusion of the theoretic part is focused on therapy of hand grasp and handwriting training from the ergotherapist point of view. The goal of the practical part is to find out fingers pinch in hand grasp in normal healthy preschool children using a specialy developed handwriting tool and to recommend another possibilites of using this new tool in handwriting training.

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38

Smit, Esmie. "An investigation into the effect of a stetro pencil grip on the writing and pencil grasp of grade 2 children with handwriting difficulties." Thesis, 2014.

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Research report submitted to the Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the Master of Science in Occupational Therapy, Johannesburg, June 2013
The effectiveness of the Stetro pencil grip in 45 Grade 2 learners with handwriting difficulties was investigated. Monthly assessments considered descriptors including the position joints when writing, the position of the pencil in the hand, hand and arm movements, arm position and posture when writing as well as pencil grasp, the speed and quality of handwriting and tripod pinch strength. The experimental participants used a Stetro pencil grip for two months after which it was removed for one month. The control participants wrote without a pencil grip. Statistically significant improvement was found for the experimental group in the efficiency of their pencil grasps and their use of their fingers when writing. The quality and speed of writing and the pinch strength improved in both groups with the experimental group showing significant change in their index finger DIP position. The use of the Stetro pencil grip was effective in resolving inefficient pencil grasps in 70% of the experimental group.

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39

Mumford, Vivien Patricia. "Implementing the teaching handwriting, reading and spelling skills programme with an intermediate phase deaf Gauteng learner using the spoken language approach." Diss., 2013. http://hdl.handle.net/10500/11896.

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The rationale for this study was to investigate the implementation of the THRASS literacy programme on a deaf learner who uses the spoken language approach. Particular emphasis was given to the role played by the Phoneme Machine together with Cued Speech. THRASS focuses on phoneme-grapheme correspondence by explicit phonics instruction to develop word analysis and recognition skills. Cued Speech is used as an instructional tool to facilitate visual access to auditory-based phonology. The research was framed within the Interpretivist paradigm and a qualitative case study design predominated, although the launch and landing of the study was quantitative in nature. The findings indicated that the auditory-based phonology of the English language may be accessed by a deaf learner, when supported by a visual instructional tool such as Cued Speech in synchronicity with speech-reading, to develop print literacy skills. This study opens the gateway to further enquiry on enhancing deaf literacy levels.
Inclusive Education
M. Ed. (Inclusive Education)

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40

Ahmad, Mutieah. "Naturerfaheungen bei elektronisch unterstützer Lernumgebung, unter besonderer Berücksichtigung von arabischen Kinder in Deutschland." Doctoral thesis, 2011. http://hdl.handle.net/11858/00-1735-0000-0006-AEFA-3.

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Dissertations / Theses on the topic 'Children's handwriting'

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