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Journal articles on the topic 'Children's handwriting'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Golubović, Slavica, Nevena Ječmenica, Marijana Panić, and Vladica Žikić. "The characteristics of reading and orthography in children with dysgraphic handwriting." Nastava i vaspitanje 69, no. 2 (2020): 213–37. http://dx.doi.org/10.5937/nasvas2002213g.

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The aim of this study was to analyze the characteristics of reading and the orthographic level of handwriting in children with dysgraphic handwriting and children with typical development in the early grades of primary school. The research sample consisted of 94 children in the 3rd and 4th grades of primary school. The Handwriting Dysgraphia Assessment Test was used to assess the level of handwriting dysgraphia, while the analysis of the orhographic level of handwriting involved the assessment of the frequency and type of orthographic errors. The Three-Dimensional Reading Test was used in the second stage of research. Findings show the overall prevalence of handwriting dysgraphia in 13.8% of children, and a greater prevalence in boys (69.1%) relative to girls (30.9%). In the group of children with dysgraphic handwriting, 53.8% were categorized as having "graphomotor dysgraphia", while 46.2% were categorized as having "language dysgraphia". The study results suggest that there are no statistically significant differences between 3rd and 4th grade students in the application of orthographic rules to all writing tasks (t=1,33; df=11; p=0,17). Children with dysgraphic handwriting achieved poorer results on all writing tasks relative to children with typical development. A comparison of results of children with dysgraphic handwriting and children with typical development did not reveal statistically significant differences in reading speed tasks (t=1,10; df=18; p=0,32), number of mistakes (t=0,73; df=21; p=0,46), and reading comprehension (t=0,66; df=14; p=0,51). Increasing awareness of aspects of writing and reading where difficulties may occur, but also of aspects that represent children's developmental strengths, along with an effective assessment of language and cognitive abilities, would significantly improve the quality of the teaching process.

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12

Diekema, S. M., J. Deitz, and S. J. Amundson. "Test-Retest Reliability of the Evaluation Tool of Children's Handwriting-Manuscript." American Journal of Occupational Therapy 52, no. 4 (April 1, 1998): 248–55. http://dx.doi.org/10.5014/ajot.52.4.248.

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13

Dennis, J. L., and Y. Swinth. "Pencil Grasp and Children's Handwriting Legibility During Different-Length Writing Tasks." American Journal of Occupational Therapy 55, no. 2 (March 1, 2001): 175–83. http://dx.doi.org/10.5014/ajot.55.2.175.

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14

Koziatek, S. M., and N. J. Powell. "A Validity Study of the Evaluation Tool of Children's Handwriting-Cursive." American Journal of Occupational Therapy 56, no. 4 (July 1, 2002): 446–53. http://dx.doi.org/10.5014/ajot.56.4.446.

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15

Goldberg, Esther R., and Marvin L. Simner. "A Comparison of Children's Handwriting Under Traditional vs. Whole Language Instruction." Canadian Journal of School Psychology 14, no. 2 (June 1999): 11–30. http://dx.doi.org/10.1177/082957359901400203.

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16

Vlachos, Filippos, and Fotini Bonoti. "Explaining age and sex differences in children's handwriting: A neurobiological approach." European Journal of Developmental Psychology 3, no. 2 (June 2006): 113–23. http://dx.doi.org/10.1080/17405620500371455.

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17

Širiņa, Ieva, and Aina Strode. "DESIGN TRENDS IN CHILDREN'S BOOK ILLUSTRATION - AN EXAMPLE OF LATGALIAN ABC DESIGN." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 28, 2021): 705–15. http://dx.doi.org/10.17770/sie2021vol4.6255.

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Children's book illustrations have always been an area that allows artists to make the most of their creative potential. Modern design trends for children's books are changing both in the world and in Latvia. The most relevant of these are minimalism and color purity, simplicity and quality. Research also highlights the choice of illustration and font style in favor of retro style and handwriting. Picture books on the topics of kindness and love are popular in terms of content. Activity books are useful for interactive communication. The aim of the article is to develop the concept of graphic design of the ABC of Latgalian language by studying design trends in children's book illustration and the supply and demand of children's Latgalian literature in Latvia. Research methods: theoretical - research and analysis of literature and Internet resources, empirical - questionnaire, analysis of analogues.

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18

Mackay, N., A. McCluskey, and R. Mayes. "The Log Handwriting Program Improved Children's Writing Legibility: A Pretest-Posttest Study." American Journal of Occupational Therapy 64, no. 1 (January 1, 2010): 30–36. http://dx.doi.org/10.5014/ajot.64.1.30.

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19

Alston, Jean. "Brittle Bones: A Handicap with Special Occupational Therapy Needs." British Journal of Occupational Therapy 48, no. 4 (April 1985): 103–5. http://dx.doi.org/10.1177/030802268504800403.

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Children with brittle bones can be educated in ordinary or special schools. In either case, occupational therapy techniques can be helpful for their general management, mobility and educational progress. In this article, areas in which the occupational therapist can help are identified and ways in which an interdisciplinary approach might improve the educational progress of the children are considered. The author draws particular attention to the children's needs for successful handwriting.

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20

YEUNG, PUI-SZE, CONNIE SUK-HAN HO, DAVID WAI-OCK CHAN, and KEVIN KIEN-HOA CHUNG. "The role of transcription skills and oral language skills in Chinese writing among children in upper elementary grades." Applied Psycholinguistics 38, no. 1 (July 1, 2016): 211–31. http://dx.doi.org/10.1017/s0142716416000163.

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ABSTRACTThis study examined the role of transcription skills (including spelling and handwriting fluency) and oral language skills in Chinese writing development among upper elementary grade students in Hong Kong. Measures assessing verbal working memory, spelling, handwriting fluency, oral narrative skills, syntactic skills, and written composition were administered to 97 students in Grade 4 (n = 47) and Grade 6 (n = 50). Hierarchical multiple regression results showed that spelling and oral narrative skills were unique predictors of Chinese writing performance. The significant interaction effect of grade and spelling showed that transcription skills played a more important role in Chinese writing performance among sixth graders than among fourth graders. Together, the present results provide important support for the “simple view of writing” model and underscore the importance of transcription skills and oral narrative skills in children's writing development in Chinese.

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21

Brossard-Racine, M., B. Mazer, M. Julien, and A. Majnemer. "Validating the Use of the Evaluation Tool of Children's Handwriting-Manuscript to Identify Handwriting Difficulties and Detect Change in School-Age Children." American Journal of Occupational Therapy 66, no. 4 (June 28, 2012): 414–21. http://dx.doi.org/10.5014/ajot.2012.003558.

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22

Long, Diane M., and James Conklin. "Handwriting Performance of Typical Second-Grade Students as Measured by the Evaluation Tool of Children's Handwriting - Manuscript and Teacher Perceptions of Legibility." Open Journal of Occupational Therapy 7, no. 4 (October 15, 2019): 1–14. http://dx.doi.org/10.15453/2168-6408.1492.

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23

Schneck, C. M. "Clinical Interpretation of "Test-Retest Reliability of the Evaluation Tool of Children's Handwriting-Manuscript"." American Journal of Occupational Therapy 52, no. 4 (April 1, 1998): 256–58. http://dx.doi.org/10.5014/ajot.52.4.256.

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24

Olive, Thierry, Monik Favart, Caroline Beauvais, and Lucie Beauvais. "Children's cognitive effort and fluency in writing: Effects of genre and of handwriting automatisation." Learning and Instruction 19, no. 4 (August 2009): 299–308. http://dx.doi.org/10.1016/j.learninstruc.2008.05.005.

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25

Julius, Mona S., Rivka Meir, Zivit Shechter-Nissim, and Esther Adi-Japha. "Children's ability to learn a motor skill is related to handwriting and reading proficiency." Learning and Individual Differences 51 (October 2016): 265–72. http://dx.doi.org/10.1016/j.lindif.2016.08.034.

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26

BLATCHFORD, PETER. "CHILDREN'S WRITING AT 7 YEARS: ASSOCIATIONS WITH HANDWRITING ON SCHOOL ENTRY AND PRE-SCHOOL FACTORS." British Journal of Educational Psychology 61, no. 1 (February 1991): 73–84. http://dx.doi.org/10.1111/j.2044-8279.1991.tb00962.x.

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27

Tseng, Mei Hui. "Development of Pencil Grip Position in Preschool Children." Occupational Therapy Journal of Research 18, no. 4 (October 1998): 207–24. http://dx.doi.org/10.1177/153944929801800406.

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Pencil grip is an aspect of handwriting that has been addressed by occupational therapists who treat children with handwriting difficulties. However, there has been little research investigating the developmental progression of pencil grip in Taiwanese children. Without knowledge of normal development, therapists cannot justify a diagnosis of “unusual” or “bizarre” pencil grips. This study was designed to investigate the developmental progression in pencil grips in Taiwanese children. The subjects were 326 children aged 2.5 to 6.4 years. The type of grips each child used to perform a drawing task was videotaped. A developmental assessment of pencil grips compiled by Schneck and Henderson was used to rate children's grip positions. A developmental pregression was noted and 14 grip patterns were identified. About half of the 3- to 3.4-year old children were able to employ a mature grip when drawing in a 7.89 cm x7 cm box. By the age of 4, about three fourths of the children were able to use mature grips to draw. For children aged 5 years and older, the percentage increased to more than 90%. Comparison of the results with those of Schneck and Henderson (1990) suggests that Taiwanese children 3.5 to 5.9 years of age are more advanced than American children of the same age. In addition, the percentage of Taiwanese children using the lateral tripod is much higher than that of American children. Possible reasons for these differences are proposed. Implications for occupational therapy and suggestions for future studies are discussed.

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28

Duff, S., and T. A. Goyen. "Reliability and Validity of the Evaluation Tool of Children's Handwriting-Cursive (ETCH-C) Using the General Scoring Criteria." American Journal of Occupational Therapy 64, no. 1 (January 1, 2010): 37–46. http://dx.doi.org/10.5014/ajot.64.1.37.

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29

Dunford, Carolyn, Cheryl Missiuna, Eddy Street, and Jo Sibert. "Children's Perceptions of the Impact of Developmental Coordination Disorder on Activities of Daily Living." British Journal of Occupational Therapy 68, no. 5 (May 2005): 207–14. http://dx.doi.org/10.1177/030802260506800504.

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Children with developmental coordination disorder (DCD) have a motor impairment that affects their ability to perform everyday tasks. Although severity of motor impairment can be measured, methods for assessing the perceived impact of DCD on daily activities have not been established. The purpose of this study was to use a child-focused approach to understand children's views of the impact of DCD on the activities that they perform daily. Children aged 5–10 years, referred with coordination difficulties to occupational therapists, were assessed using the Movement Assessment Battery for Children: children who received scores below the 15th percentile were included. The Perceived Efficacy and Goal Setting System (PEGS), a pictorial scale validated as a method for engaging children with disabilities, was administered to examine the children's perceptions of their competence in performing everyday activities and to identify goals for therapy. Parent and teacher concerns were collected by a questionnaire. The children, parents and teachers shared many concerns about the impact of DCD on physical tasks and on academic activities such as handwriting. The children expressed additional concerns, however, about their ability to perform daily self-care tasks and leisure activities, which were rarely recognised by the adults. Children require specialised methods to enable them to express their views and the PEGS appears to be suitable for this purpose.

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30

Cygan, Barbara Katarzyna Cygan. "A helpless or dyspractic child? A case study." Lubelski Rocznik Pedagogiczny 40, no. 2 (July 8, 2021): 53–66. http://dx.doi.org/10.17951/lrp.2021.40.2.53-66.

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Sensory integration disorders, including dyspraxia and related motor planning disorders, are often observed in the pedagogical practice. Teachers and parents are usually unable to pinpoint the reasons for the children's behavior. The children are clumsy and chaotic and they are giving the impression of being lost in a task situation. They also have school problems, such as: difficulty with handwriting and drawing, difficulty using tools such as scissors, rulers, difficulty learning new motor skills, concentration and attention problems. It should be emphasized that these children are in the intellectual norm. Objective: The effects of ASI treatment on functioning the children with sensory processing disorders was examined. Method: The researcher used a qualitative approach based on the case study method, participant observation and interview with parents. Results: Improvement in motor planning was found. The subject's self-esteem increased as well. The results show an improvement in social functioning. Conclusion: Changes in the child's functioning and progress in development indicate the effectiveness of the ASI (Ayers Sensory Integration) therapy.

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31

Waterman, Amanda H., Jelena Havelka, Peter R. Culmer, Liam J. B. Hill, and Mark Mon-Williams. "The ontogeny of visual–motor memory and its importance in handwriting and reading: a developing construct." Proceedings of the Royal Society B: Biological Sciences 282, no. 1798 (January 7, 2015): 20140896. http://dx.doi.org/10.1098/rspb.2014.0896.

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Humans have evolved a remarkable ability to remember visual shapes and use these representations to generate motor activity (from Palaeolithic cave drawings through Jiahu symbols to cursive handwriting). The term visual–motor memory (VMM) describes this psychological ability, which must have conveyed an evolutionary advantage and remains critically important to humans (e.g. when learning to write). Surprisingly, little empirical investigation of this unique human ability exists—almost certainly because of the technological difficulties involved in measuring VMM. We deployed a novel technique for measuring this construct in 87 children (6–11 years old, 44 females). Children drew novel shapes presented briefly on a tablet laptop screen, drawing their responses from memory on the screen using a digitizer stylus. Sophisticated algorithms (using point-registration techniques) objectively quantified the accuracy of the children's reproductions. VMM improved with age and performance decreased with shape complexity, indicating that the measure captured meaningful developmental changes. The relationship between VMM and scores on nationally standardized writing assessments were explored with the results showing a clear relationship between these measures, even after controlling for age. Moreover, a relationship between VMM and the nationally standardized reading test was mediated via writing ability, suggesting VMM's wider importance within language development.

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32

Duiser, Ivonne H. F., John van der Kamp, Annick Ledebt, and Geert J. P. Savelsbergh. "Relationship between the quality of children's handwriting and the Beery Buktenica developmental test of visuomotor integration after one year of writing tuition." Australian Occupational Therapy Journal 61, no. 2 (June 24, 2013): 76–82. http://dx.doi.org/10.1111/1440-1630.12064.

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33

MARTLEWM, MARGARET. "HANDWRITING AND SPELLING: DYSLEXIC CHILDREN'S ABILITIES COMPARED WITH CHILDREN OF THE SAME CHRONOLOGICAL AGE AND YOUNGER CHILDREN OF THE SAME SPELLING LEVEL." British Journal of Educational Psychology 62, no. 3 (November 1992): 375–90. http://dx.doi.org/10.1111/j.2044-8279.1992.tb01030.x.

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34

Fears, Nicholas E., and Jeffrey J. Lockman. "Using Head-Mounted Eye-Tracking to Study Handwriting Development." Journal of Motor Learning and Development 8, no. 1 (April 1, 2020): 215–31. http://dx.doi.org/10.1123/jmld.2018-0057.

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Even with the increasing use of technology in the classroom, handwriting remains a developmental foundation of education. When children fail to learn to write efficiently, they encounter cascading difficulties in using writing to communicate and learn content. Traditionally, the development of handwriting has been studied via neuropsychological testing or the moment-to-moment kinematics of pen movements. By measuring children’s handwriting with neuropsychological testing, investigators have determined that children’s visual-motor integration abilities predict children’s handwriting. Further, by measuring children’s pen movements while writing, investigators have determined that children’s handwriting becomes more fluent as they become skilled writers. Both of these literatures have advanced our understanding of handwriting substantially, but fall short of providing a full account of handwriting development. Here, we offer a perception–action account of handwriting development by describing how eye and hand movements become integrated during early writing. We describe how head-mounted eye-tracking technology can be used to measure children’s eye movements as they write in real-time. We illustrate this approach with findings from research on letter, form, and word copying in school-entry age children. We conclude by discussing how a perception–action approach can be extended for use with atypical populations.

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35

Ganapathy Sankar U and Monisha R. "High Risk for Obesity in Children With Developmental Coordination Disorder." International Journal of Research in Pharmaceutical Sciences 11, no. 4 (October 19, 2020): 6436–39. http://dx.doi.org/10.26452/ijrps.v11i4.3437.

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Developmental Coordination Disorder (DCD) is characterized by marked impairment in the acquisition of motor skill. The poor performance of movement skills marks developmental coordination disorder (DCD), and this defect affects the child's activities of daily living in innumerous ways. The ability of the child in the execution of the motor task is substantially below that expected for a child's chronological age and intelligence. DCD affects the child's ability in performing both gross and fine motor skills. Performing the Variety of motor tasks is impaired, and the child is isolated socially and emotionally. These children experience frequent academic failure because of their poor handwriting skill. Despite having IQ more significant than 70, these children experience academic failure. As because of their motor coordination difficulty, these children avoid peer group interaction. They were termed as clumsy and awkward, by their teachers and often by their peer group. Thus they were avoided by their peer group children. This recurrent isolation becomes permanent for children with DCD, and they tend to isolate themselves from everybody. As they become isolated, these children are more prone to psychological distress. As because of poor social interaction and participation in green land play along with peer group children, they were at high risk for obesity and other related disorders. Awareness of the importance of participation in a physical activity needs to be delivered for all the parents of children with and without DCD. Benefits of green land play need to be understood by the parents for further facilitation of children's engagement in physical activity sessions.

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36

Alhusaini, Adel, Ganeswararao Melam, Emad Bakr Takrouni, Faizan Zaffar Kashoo, and Syamala Buragadda. "Relationship Between Teacher’s and Therapist’s Evaluations on Handwriting Performance in First-grade Children." Iranian Rehabilitation Journal 19, no. 2 (June 1, 2021): 147–56. http://dx.doi.org/10.32598/irj.19.2.1236.1.

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Objectives: Handwriting dysfunction may harm children’s wellbeing. Therapists and elementary school teachers help to identify and improve children’s handwriting performance. The present study aimed to assess the relationship between therapists’ assessment and teachers’ perception of handwriting performance in first graders. Methods: This cross-sectional study involved (n=31) first-grade students, aged 6-8 years from an international school in Riyadh City, Saudi Arabia. Teachers evaluated the handwriting proficiency using the Handwriting Proficiency Screening Questionnaire (HPSQ), and the explored students were rated as proficient and non-proficient hand writers. Furthermore, therapists assessed students’ handwriting proficiency using the Minnesota Handwriting Assessment (MHA) (manuscript & D’Nealian styles) scores. The Mann–Whitney U test was used to assess the differences in MHA scores between proficient and non-proficient hand writers. Moreover, Spearman’s correlation coefficient was used to assess the relationship between the scores of MHA and HPSQ. Results: There was a significant difference in all component scores of MHA (except the rate) and both writing styles between the proficient and non-proficient writers (P<0.05). There was also a significant relationship between the MHA and the HSPQ scores (P<0.05). However, further analysis of these scales’ components suggested no significant association between teachers’ and therapists’ evaluation of the handwriting speed domain. Discussion: There was a significant relationship between the teacher’s and therapist’s evaluation of handwriting performance using standardized measures. Thus, therapists should work in collaboration with teachers to identify and treat handwriting difficulties in school children.

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37

Stott, Denis H., Sheila E. Henderson, and Fred A. Moyes. "Diagnosis and Remediation of Handwriting Problems." Adapted Physical Activity Quarterly 4, no. 2 (April 1987): 137–47. http://dx.doi.org/10.1123/apaq.4.2.137.

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The lack of a system for the analysis and diagnosis of handwriting incompetence has led to the neglect of this area of learning failure. This article describes a new instrument, the Diagnosis and Remediation of Handwriting Problems (DRHP) (Stott, Moyes, & Henderson, 1984b), that has been designed to fill this hiatus. Handwriting problems are divided into (a) faults of concept and style, which reflect failures of learning or teaching, and (b) faults of motor control, which suggest fine-motor or perceptual dysfunction and may have a neurological origin. Specimens of children’s handwriting illustrate this categorization. The methodology of the remedial programs proposed by the DRHP is based on empirical findings about the nature of handwriting movements. These programs are briefly described. There is a need for handwriting specialists to advise teachers and help in the diagnosis of problems. It is suggested that physical education teachers be trained to develop these skills.

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38

Titchener, Alison, Carolyn Dunford, and Lorna Wales. "A reflective case review: Relearning handwriting after a traumatic brain injury." British Journal of Occupational Therapy 81, no. 5 (January 30, 2018): 290–93. http://dx.doi.org/10.1177/0308022617752066.

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Statement of context A retrospective single case study reflecting on a child relearning handwriting following a traumatic brain injury as part of an inpatient neuro-rehabilitation programme. Applying evidence-based handwriting guidelines and comparisons with community experiences are explored. Critical reflection on practice Relearning to write following a traumatic brain injury showed dramatic improvements in 36 sessions over 12 weeks, supporting the evidence. Progress in this timeframe contrasts with clinical experiences of working with children’s community services. Implications for practice Whilst the literature on handwriting interventions does not include children with traumatic brain injury, following the recommendations was an effective intervention for this individual.

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Ikermane, Mohamed, and Abdelkrim El Mouatasim. "Digital handwriting characteristics for dysgraphia detection using artificial neural network." Bulletin of Electrical Engineering and Informatics 12, no. 3 (June 1, 2023): 1693–99. http://dx.doi.org/10.11591/eei.v12i3.4571.

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Despite all of the technical advancements in writing and text editing with keyboards on numerous devices, writing with a pen remains a fundamental ability in modern human existence. Handwriting disabilities are referred to as dysgraphia. Nonetheless, how well they are taught to write in school, 10-30% of children never attain a respectable level of handwriting. Early identification is critical because it can help children avoid difficulties in their behavioral and academic development. On blank papers attached to digital tablets, 280 individuals were asked to complete the concise evaluation scale for children’s handwriting (BHK), with 218 having typical handwriting and 62 having dysgraphia. In addition to their age and BHK quality and speed scores, 12 variables identifying digital handwriting across several domains (static, kinematic, pressure, and tilt) were collected. In this paper, we provided a rapid and automated dysgraphia classification approach using an artificial neural network (ANN) model. Using digital handwriting traits as an input to the ANN approach, the prediction findings were encouraging and very accurate, reaching 96% accuracy, and they could lead to the development of a new self-administered dysgraphia screening tool.

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Shaturaev, Jakhongir, Jalolova Iroda, Istamova Gulnoza, and Rakhimova Madina. "EXPLORATION EFFECTS OF HANDWRITING ON CHILDREN’S WRITING PROGRESS." International Journal of Advanced Research 8, no. 9 (September 30, 2020): 369–76. http://dx.doi.org/10.21474/ijar01/11667.

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Limpo, Teresa, and Rui A. Alves. "Written Language Bursts Mediate the Relationship Between Transcription Skills and Writing Performance." Written Communication 34, no. 3 (June 29, 2017): 306–32. http://dx.doi.org/10.1177/0741088317714234.

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It is established that transcription skills (handwriting and spelling) constrain children’s writing. Yet, little is known about the mechanism underlying this relationship. This study examined the mediating role of bursts and pauses on the link between transcription skills and writing fluency or text quality. For that, 174 second graders did the alphabet task and wrote a story using HandSpy. Path analyses indicated that writing fluency and text quality models were excellent descriptions of the data, with 80% and 46% of explained variance, respectively. Results showed that handwriting and spelling influenced writing fluency only indirectly via burst length and short pauses duration (full mediation); and that whereas only handwriting contributed to text quality directly, both handwriting and spelling contributed to text quality indirectly, via burst length (partial mediation). These findings suggest that better transcription skills allow students to write more words without pausing, which in turn results in more fluent and better writing.

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Skubik-Peplaski, Camille, Jennifer Hight, and Carol Rushing-Carr. "The Effects of Occupation-Based Interventions versus Handwriting Interventions on Children’s Handwriting: A Pilot Study." American Journal of Occupational Therapy 73, no. 4_Supplement_1 (August 1, 2019): 7311520395p1. http://dx.doi.org/10.5014/ajot.2019.73s1-po2036.

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Et. al., S. V. Kedar,. "Identifying Learning Disability Through Digital Handwriting Analysis." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 1S (April 11, 2021): 46–56. http://dx.doi.org/10.17762/turcomat.v12i1s.1557.

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Handwriting Analysis is described as a scientific study for the analysis of handwriting. It is a way of interpreting and ability to learn from peculiarities in handwriting. Offline handwriting analysis is a traditional approach that cannot be used efficiently for analysis. Online handwriting analysis, on the other hand, can utilize various aspects like pressure on the pen, timestamp and other factors which help in improving the effectiveness of analysis. Learning disabilities are neurological processing problems which can hamper the learning of the children. Dysgraphia is a learning disability that mainly affects a child’s handwriting and motor skills. It is found in 10 to 30% of school-aged children. Dysgraphia can be diagnosed by therapists based on children’s handwriting samples and manual evaluation techniques. This method is lengthy and inaccurate. In this work, automatic identification methods for and classification of dysgraphia in children in the age group 7 to 12 is described. The method performs analyzing of the child’s writing dynamics via blueprints of the pressure the pen puts on paper with the pen’s movements and orientation with the use of a standardized digital writing pad and machine learning algorithms. It basically has two phases, the training phase, and testing phase. In the training phase, handwriting samples of known results are given to the system. Then the model is built using some classifier, Random forest or Support Vector Machine. Once the model is trained, then in testing phase this model is used for classification of unknown samples to predict whether the subject has dysgraphia or not. This is then used to check the accuracy of the designed system.

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Rabko, Michael, and Martin Ebner. "1x1 Trainer with Handwriting Recognition." International Journal of Interactive Mobile Technologies (iJIM) 12, no. 2 (March 29, 2018): 69. http://dx.doi.org/10.3991/ijim.v12i2.7714.

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<p class="0abstract">Nowadays, computers and mobile devices play a huge role in our daily routines; they are used at work, for private purposes and even at school. Moreover, they are used as support for different kinds of activities and task, like for example, learning applications. The interaction of these applications with a computer is based on predefined input methods, whereas a touchscreen facilitates direct input via handwriting by using a finger or a pen.</p>This paper deals with the invention of a mobile learning application, which is supposed to facilitate children’s learning of simple multiplication. The aim of this paper is to collect the data of children’ experiences using interactive handwriting on mobile devices. In order to gain this data, a school class of the school “Graz-Hirten” was tested and afterwards for evaluational purposes interviewed. The results of these usability tests have shown that children perceived handwriting via finger on screen as quite positive.

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Gosse, Claire, Simon Carbonnelle, Christophe de Vleeschouwer, and Marie Van Reybroeck. "Specifying the graphic characteristics of words that influence children’s handwriting." Reading and Writing 31, no. 5 (February 22, 2018): 1181–207. http://dx.doi.org/10.1007/s11145-018-9834-9.

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Lim, Kyung Min, Eun-Young Yoo, Min-Ye Jung, Jae-shin Lee, Jung-Ran Kim, and Hae Yean Park. "Development of the Evaluation Tool of School-aged Children’s Handwriting." Journal of Korean Society of Occupational Therapy 26, no. 1 (March 31, 2018): 103–18. http://dx.doi.org/10.14519/jksot.2018.26.1.08.

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Camêlo, Francisco. "A miniaturização como procedimento de escrita / Miniaturization as a Writing Procedure." Cadernos Benjaminianos 15, no. 1 (October 8, 2019): 203. http://dx.doi.org/10.17851/2179-8478.15.1.203-226.

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Resumo: Propõe-se uma reflexão cruzada entre Walter Benjamin e Robert Walser, a partir de suas micrografias. Dentre os muitos objetos que colecionou durante a vida, Benjamin tinha especial apreço por livros infantis, miniaturas e brinquedos. Esse interesse pelo diminuto também se manifestava na extrema pequenez de sua letra e no desejo de chegar a cem linhas numa folha de carta de tamanho convencional, feito conseguido por Walser, que escrevia microtextos com uma grafia minúscula e sobre quem o próprio Benjamin redigiu um curtíssimo ensaio em 1929. Se, por um lado, a letra miniaturizada de Benjamin e de Walser aponta para um gesto de escrita que parece cifrar o conteúdo do texto, por outro lado, a micrografia de ambos diz do interesse mútuo de se esconder nas malhas textuais através de um apequenamento do eu pela escrita. Pode-se, ainda, aproximar a miniaturização da letra de uma estreita vinculação com o universo da infância, seja pelos personagens crianças e fracassados presentes na obra de Walser; seja pelo protagonismo que a infância como Denkbild (imagem de pensamento) assume nos escritos de Benjamin. A partir dessas afinidades eletivas, o artigo procura mostrar a miniaturização como um procedimento de escrita de Benjamin e de Walser através de paralelos entre suas micrografias e de comentários analítico-especulativos de ensaios de Benjamin e de contos de Walser.Palavras-chave: Walter Benjamin; Robert Walser; escrita; miniaturização, infância.Abstract: The article proposes a cross-reflection between Walter Benjamin and Robert Walser and finds its first intersection in the micrographs produced by them. Among the many objects collected during his lifetime, Benjamin seems to have had a special appreciation for children’s books, miniatures and toys. This interest in small items was also manifested in the extreme smallness of his handwriting and in the desire to write one hundred lines in a conventional-size paper – this last one achieved by Walser, who wrote microtexts in a miniscule handwriting and was also the subject of a short essay Benjamin wrote in 1929. If, on the one hand, the miniaturized handwritings of both Benjamin and Walser point to a manner of writing that seems to encrypt the content of texts, on the other hand, the micrographies constructed by both men state a mutual interest in hiding amongst the textual mesh through the suppression of the self in writing. One can, still, liken the miniaturized handwriting with the universe of childhood, be it by the character of the child or the character of the so-called underdog (both present in the works of Walser) or by the protagonism that a childhood-as-Denkbird (image of thought) assumes in Benjamin’s work. Based on these elective affinities, the article seeks to show the miniaturization as a writing procedure employed by both Benjamin and Walser, and it will do so by establishing parallels between the micrographs of the latter and the analytical-speculative commentaries present in Benjamin’s essays and in Walser’s tales.Keywords: Walter Benjamin; Robert Walser; writing; miniaturization; childhood.

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Gkeka, Eugenia, and Athanasios Drigas. "Ict's and Dysgraphia." Technium Social Sciences Journal 31 (May 9, 2022): 228–40. http://dx.doi.org/10.47577/tssj.v31i1.6423.

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The aim of this review is the recognition of characteristics of “Dysgraphia” or “Dysorthography”, as specific learning disorder in written. Concretely, the diagnostic technological tools enable to recognize the particular characteristics of this disorder. As well as, the offer of the intervention technological tools is been evident with the effectiveness of the different applications. Indeed, the activities and the exercises of these tools on educational and game environment using augmented reality assist the children’s and the adults’ handwriting with Dysgraphia and enhance the writing skills.

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Fears, Nicholas E., Leah E. Walsh, and Jeffrey J. Lockman. "Letter writing instruction for children: Case-sensitive letter frequencies in children’s handwriting workbooks." Reading and Writing 33, no. 1 (May 22, 2019): 171–85. http://dx.doi.org/10.1007/s11145-019-09954-7.

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Taverna, Livia, Marta Tremolada, Barbara Tosetto, Liliana Dozza, and Zanin Scaratti Renata. "Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders: A Kinematic Pilot Study." Children 7, no. 4 (April 2, 2020): 27. http://dx.doi.org/10.3390/children7040027.

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This pilot study presents the effects on acquisition of pre-writing skills of educational activities targeting visual-motor integration and fine motor skills on a convenient sample of first graders. After a 10-week intervention program, visual perceptual skills and fine motor control were tested on 13 six-year-old aged children. Participants completed the Beery-Buktenica VMI and the manual dexterity scale of the Movement ABC-2 at baseline (T1), after the intervention program (T2), and one month after the end of the educational activities (T3). Children’s writing pressure, frequency, and automaticity were measured using a digitizer during the administration of name writing test at T1, T2, and T3. The purpose of the study was to investigate changes in visual-perceptual abilities and fine motor skills after the intervention program and examine correlational effects on children’s kinematic writing performances. Findings reveal that educational activities impacted positively on children’s visual motor coordination component of writing improving VMI scores. No statistically significant difference was detected across the three time points on students’ manual dexterity skills. Measurement of writing kinematics allows to report and document variations in children’s writing during intervention. This pilot study discusses these findings and their implications for the field on early childhood acquisition of foundational skills for handwriting. It also proposes potential topics for future research on this field.

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