Construct validity of the tseng teacher handwriting checklist

Tseng, Mei‐Hui

doi:10.1002/oti.6150010205

Cited by 13 publications

(19 citation statements)

References 10 publications

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“…According to Kaminsky and Powers (1981), a good handwriting assessment should include classroom observation of the student during a writing task, far-point copying, near-point copying, dictation, and a paragraph-length composition task. Most handwriting assessments developed by occu-pational therapists, including the Handwriting Performance Test (Ziviani & Elkins, 1984), the Handwriting Evaluation Scale (Malloy-Miller, 1985), the Minnesota Handwriting Test (Reisman, 1987), the Tseng Teacher Handwriting Test (Tseng, 1994), and the Handwriting Profile (Chu, 1997), produce scores based on only one or two types of writing tasks or provide the therapist with only qualitative information on handwriting skills. Amundson (1995) developed the Evaluation Tool of Children's Handwriting (ETCH) for school-based occupational therapists to use when assessing elementary-age students with illegible printing or cursive handwriting.…”

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confidence: 99%

A Validity Study of the Evaluation Tool of Children’s Handwriting–Cursive

Koziatek¹,

Powell

2002

The American Journal of Occupational Therapy

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confidence: 99%

A Validity Study of the Evaluation Tool of Children’s Handwriting–Cursive

Koziatek¹,

Powell

2002

The American Journal of Occupational Therapy

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“…For Chinese, the written paper can be transformed into a digital image from which the assessment program can compute the variables of size, intercharacter distance, distance from the midline, and similarity between the written character and the model character [15]. Each variable of the Chinese Handwriting Assessment Program was correlated with the corresponding item of the previous Tseng Handwriting Problem Checklist [23]. For English, the traditional handwriting assessment, the Minnesota Handwriting Assessment [2], was implemented on a tablet [16].…”

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confidence: 99%

Development of the Korean Handwriting Assessment for Children Using Digital Image Processing

Lee¹,

Kim²,

Lee³

et al. 2019

KSII TIIS

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The efficiency and accuracy of handwriting measurement could be improved by adopting digital image processing. This study developed a computer-based Korean Handwriting Assessment tool. Second graders participated in this study by performing writing tasks of consonants, vowels, words, and sentences. We extracted boundary parameters for each letter using digital image processing and calculated the variables of size, size coefficient of variation (CV), misalignment, inter-letter space, inter-word space, and ratio of inter-letter space to inter-word space. Children were also administered traditional handwriting and visuomotor tests. Digital variables from image processing were correlated with these previous tests. Using these correlations, we established a three-point scoring system that computed test scores for each variable. We analyzed inter-rater reliability between the computer rater and human rater and test-retest reliability between the first and second performances. The validity was examined by analyzing the relationship between the Korean Handwriting Assessment and previous handwriting and visuomotor tests. We suggested the Korean Handwriting Assessment to measure size, size consistency, misalignment, inter-letter space, inter-word space, and space ratio using digital image processing. This Korean Handwriting Assessment tool proved to have reliability and validity. It is expected to be useful for assessing children's handwriting.

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“…A Chinese character is composed of strokes and radicals that are packed into a square configuration, possessing a high, nonlinear visual complexity (Chow, Choy, & Mui, 2003;. Thus, in order to write Chinese characters legibly it is necessary to visually discriminate differences in structures and positions of strokes first (Huang, 1984), and also necessary to be aware of a high-order organization of strokes and radicals (Tseng, 1993). A perceptual-motor ability, which may result in Visual-motor integration and reading Chinese in children with/without dyslexia 3 pairing of hand movement and language stimuli will help form a close association between long-term motor memory of Chinese characters and visual representations of written Chinese.…”

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Visual-motor integration and reading Chinese in children with/without dyslexia

Meng

Wydell

2018

Read Writ

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Visual-motor integration is an ability to coordinate the visual information and limb movement, which has direct relevance to Chinese handwriting ability. Interestingly handwriting practice can also improve Chinese reading. However, the relationship between visual-motor integration and reading ability in Chinese is unclear. The present study investigated the role of visual-motor integration skills in reading Chinese among children with and without developmental dyslexia. In the study Chinese children with developmental dyslexia (DD-Group), chronological-age-matched children (CA-Group), and reading-level-matched children (RL-Group) were asked to participate in reading and reading related tasks as well as word-copying and picture-copying (visual-motor integration) tasks. The results revealed that the DD-Group performed significantly worse than the CA-Group on the word copying task, and that the DD-Group performed similarly to the RL-Group on the reading and reading related tasks and the word-copying task. However, the DD-Group performed significantly worse than the CA-and RL-Groups on the visual-motor integration task. Further, when age and intelligence were controlled visual-motor integration and word-copying skills could explain 14% and 16% of the variance in reading skills respectively. When reading-related cognitive skills were controlled, visual-motor integration skills could still explain 8% of variance in reading skills, but word-copying skills did not. The results of the current study indicated for the first time that visual-motor integration skills play an essential role in reading Chinese independent of word copying ability. Visual-motor integration and reading Chinese in children with/without dyslexia

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Construct validity of the tseng teacher handwriting checklist

Cited by 13 publications

References 10 publications

A Validity Study of the Evaluation Tool of Children’s Handwriting–Cursive

A Validity Study of the Evaluation Tool of Children’s Handwriting–Cursive

Development of the Korean Handwriting Assessment for Children Using Digital Image Processing

Visual-motor integration and reading Chinese in children with/without dyslexia

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