Handwriting characteristics among secondary students with and without physical disabilities: A study with a computerized tool

Li‐Tsang, Cecilia W. P.; Au, Ricky K. C.; Chan, Michelle H.Y.; Chan, Lily; Lau, Gloria; Lo, Tien-Hong; Leung, Howard

doi:10.1016/j.ridd.2010.09.015

Cited by 24 publications

(10 citation statements)

References 16 publications

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“…The latter tasks, for instance, do not require students to simultaneously create text, consider spelling, punctuation and grammar, whilst producing handwriting which is legible for the reader. Consequently, clinicians should exercise caution in extrapolating handwriting speed results from these shorter tests to real-life writing tasks (Li-Tsang et al, 2011;Summers & Catarro, 2003). Further research is needed in this area to explore the relationship between handwriting performance in tests such as the DASH with performance in examinations and classroom tasks.…”

Section: Discussionmentioning

confidence: 99%

Comparison of the Properties of the Handwriting Speed Test (HST) and Detailed Assessment of Speed of Handwriting (DASH): An Exploratory Study

Francis¹,

Wallen

Bundy

2016

Physical & Occupational Therapy In Pediatrics

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Section: Discussionmentioning

confidence: 99%

Comparison of the Properties of the Handwriting Speed Test (HST) and Detailed Assessment of Speed of Handwriting (DASH): An Exploratory Study

Francis¹,

Wallen

Bundy

2016

Physical & Occupational Therapy In Pediatrics

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“…Much of the empirical research on children's motor abilities has been done with either writing or drawing as focus activity, given not only their importance in education, but also the high levels of eye-hand coordination, force regulation and precision that these activities require. Criteria for the evaluation of handwriting performance typically include 'product legibility' and 'writing speed' [18]. In drawing, aspects such as 'drawing duration', 'drawing velocity', and 'number of peaks in stroke velocity profile' are considered [19].…”

Section: Children's Motor Abilities In Makingmentioning

confidence: 99%

Connectors in Maker Kits

Chu

Saenz

Quek

2016

Proceedings of the the 15th International Conference on Interaction Design and Children

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The study of Making to support children's cognitive or social needs is gaining prominence rapidly. However, little research in Making focuses on children's motor skills and abilities, especially at younger ages. Arguing that Making provides greater benefits when introduced at elementary school-aged, this paper contributes to the understanding of how children aged 8 to 11 manipulate connectors, a key component of Maker kits. We present a review of connectors used in prior work, a theoretical foundation based on the mediated action theory of affordances, and an empirical study of children using 6 different types of connectors with various affordances. Based on quantitative analysis and qualitative video analysis, we present themes that may guide the design of components in future Maker kits for children, with a view towards usability aligned with children's capabilities and mental models.

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“…The CHAS consists of the Chinese Handwriting Assessment Tool (CHAT) and the Handwriting Analysis System (HAS). The CHAT is developed to evaluate the handwriting process of each participant [14] [33] [34], while the data recorded in CHAT can be exported to HAS for further analysis of the handwriting product. The CHAT consists of a digitized writing board (WACOM Intuos 3 digitizer) to be used with an ink pen, which can capture the handwriting data such as pressure exerted on the writing board while a participant is writing on the grid paper.…”

Section: The Chinese Handwriting Analysis System (Chas)mentioning

confidence: 99%

“…The participant is instructed to sit in front of the computer screen at a distance of 50 cm. A template consists of 90 commonly used Chinese characters at Grade 1 level selected from a list of Chinese Characters recommended for the subject of Chinese Language in primary schools in Hong Kong [34]. During the assessment, characters with size of 26 and font type of Simsun are shown on the computer screen, and displayed in 9 columns of 10 rows.…”

Section: The Chinese Handwriting Analysis System (Chas)mentioning

confidence: 99%

The Effect of a Visual Memory Training Program on Chinese Handwriting Performance of Primary School Students with Dyslexia in Hong Kong

Li-Tsang¹,

Wong²,

Tse³

et al. 2015

OJTR

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This study investigated the effect of a visual memory training program on Chinese handwriting performance among primary school students with dyslexia in Hong Kong. Eight students of Grade 2 to 3 who were diagnosed with dyslexia were recruited. All participants received six sessions of training, which composed of 30-minute computerized game-based visual memory training and 30-minute Chinese character segmentation training. Visual perceptual skills and Chinese handwriting performance were assessed before and after the training, as well as three weeks after training using the Test of Visual Perceptual Skills (3rd edition) (TVPS-3) and the Chinese Handwriting Analysis System (CHAS). In comparing the pre-and post-training results, paired t-tests revealed significant improvements in visual memory skills, as well as handwriting speed, pause time and pen pressure after the training. There was no significant improvement in handwriting accuracy or legibility. The improved visual memory and handwriting performance did not show a significant drop at the follow-up assessments. This study showed promising results on a structured program to improve the Chinese handwriting performance, mainly in speed, of primary school children. The improvements appeared to be well-sustained after the training program. There is a need to further study the long-term effect of the program through a randomized controlled trial study.

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Handwriting characteristics among secondary students with and without physical disabilities: A study with a computerized tool

Cited by 24 publications

References 16 publications

Comparison of the Properties of the Handwriting Speed Test (HST) and Detailed Assessment of Speed of Handwriting (DASH): An Exploratory Study

Comparison of the Properties of the Handwriting Speed Test (HST) and Detailed Assessment of Speed of Handwriting (DASH): An Exploratory Study

Connectors in Maker Kits

The Effect of a Visual Memory Training Program on Chinese Handwriting Performance of Primary School Students with Dyslexia in Hong Kong

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