Handwriting development in grade 2 and grade 3 primary school children with normal, at risk, or dysgraphic characteristics

Overvelde, Anneloes; Hulstijn, Wouter

doi:10.1016/j.ridd.2010.12.027

Cited by 158 publications

(153 citation statements)

References 18 publications

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“…This validates existing literature on the longitudinal development of handwriting performance (Hamstra-Bletz & Blote, 1993;Karlsdottir & Stefansson, 2002, Overvelde & Hulstijn, 2011.…”

Section: Discussionsupporting

confidence: 89%

SOS: A Screening Instrument to Identify Children with Handwriting Impairments

Waelvelde

Hellinckx

Peersman

et al. 2012

Physical & Occupational Therapy In Pediatrics

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“…This validates existing literature on the longitudinal development of handwriting performance (Hamstra-Bletz & Blote, 1993;Karlsdottir & Stefansson, 2002, Overvelde & Hulstijn, 2011.…”

Section: Discussionsupporting

confidence: 89%

SOS: A Screening Instrument to Identify Children with Handwriting Impairments

Waelvelde

Hellinckx

Peersman

et al. 2012

Physical & Occupational Therapy In Pediatrics

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“…The legibility scores for CHES 1 indicated that 20% of the sample had dysgraphic writing, which is higher than that found by Overvelde and Hulstijn (2011) but is in line with other previous research findings (Graham et al, 1998;Smits-Engelsman et al, 2001). After the 10-min copy task, the percentage of children with dysgraphic writing increased to 32%, a result indicating that the task did fulfill its purpose of increasing the participants' effort.…”

Section: Legibility and Speed Of Writingsupporting

confidence: 87%

“…Handwriting is relatively well developed by Grade 4, and the quality of writing has stabilized (Overvelde & Hulstijn, 2011). The students had been introduced to cursive writing and were old enough to write for a minimum of 10 min (Dennis & Swinth, 2001;Parush, Pindak, Hahn-Markowitz, & Mazor-Karsenty, 1998).…”

Section: Participantsmentioning

confidence: 99%

Writing Forces Associated With Four Pencil Grasp Patterns in Grade 4 Children

Schwellnus

Carnahan

Kushki

et al. 2013

The American Journal of Occupational Therapy

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OBJECTIVE. We investigated differences in handwriting kinetics, speed, and legibility among four pencil grasps after a 10-min copy task. METHOD. Seventy-four Grade 4 students completed a handwriting assessment before and after a copy task. Grip and axial forces were measured with an instrumented stylus and force-sensitive tablet. We used multiple linear regression to analyze the relationship between grasp pattern and grip and axial forces. RESULTS. We found no kinetic differences among grasps, whether considered individually or grouped by the number of fingers on the barrel. However, when grasps were grouped according to the thumb position, the adducted grasps exhibited higher mean grip and axial forces. CONCLUSION. Grip forces were generally similar across the different grasps. Kinetic differences resulting from thumb position seemed to have no bearing on speed and legibility. Interventions for handwriting difficulties should focus more on speed and letter formation than on grasp pattern.

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“…A recent study (5) identified in children of elementary school, with typical development, that calligraphy develops rapidly during the first series (ages between 6-7 years), evolves around of the 7-8 years and becomes automatic and organized by around of the 8-9 years, becoming a tool available to facilitate the development of ideas of the students, which corroborates other study (6) . However, one study (6) , 10 to 30% of students have difficulty in following the development of writing, and consequently tend to get frustrated when trying to put their ideas on paper, inhibiting their ability to compose texts (7) .…”

Section: Introductionsupporting

confidence: 78%

Translation and cultural adaptation of Brazilian Detailed Assessment of Speed of Handwriting: conceptual and semantic equivalence

Cardoso

Henderson²,

Capellini

2014

Audiol., Commun. Res.

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Purpose: To perform the translation and cultural adaptation of the Detailed Assessment of Speed of Handwriting (DASH) for the Brazilian population. Methods: (1) Evaluation of conceptual and items equivalence, and (2) Semantic equivalence, including the steps of (2a) Translation, (2b) retranslation, (2c) Review by the committee of judges and (2d) Pre-test. The second step was carried out by two professionals and 2b by two other professionals, 2c was formed by speech therapists, occupational therapists and educators and the 2d was carried out with 32 students, four from each age group (9-16 years old). Results: (1) It was found that the concepts and items are equivalent in both cultures (British and Brazilian). In the second stage it was found that two tasks in the original procedure, pangrama classified as a phrase in the English language is used. Therefore, when performing unification of translations, an adjustment was made for the phrase pangrama in Portuguese. In 2bshowed that the translation was valid and 2c was consolidated all versions produced in a single version in Portuguese, which was applied in school. In 2d there was acceptance and understanding of the students in the proposed tasks and internal consistency value of 0.701, others words, Métodos: (1) Avaliação de equivalências conceitual e de itens e (2)Avaliação da equivalência semântica, que envolveu as etapas de (2a) Tradução, (2b) Retradução, (2c) Revisão pelo comitê de juízes e (2d) Pré-teste. A etapa 2a foi realizada por dois profissionais e a 2b por outros dois profissionais; na etapa 2c foi composto por um comitê de juízes fonoaudiólogas, pedagogas e terapeutas ocupacionais e a 2d foi realizada com 32 escolares, sendo quatro de cada faixa etária (de 9 a 16 anos). Resultados:(1) Verificou-se que os conceitos e os itens são equivalentes nas duas culturas (britânica e brasileira). Na etapa 2a, observou-se que, em duas tarefas do procedimento original, foi utilizada uma frase classificada como pangrama na língua inglesa. Diante disso, ao se realizar a unificação das traduções, foi feita uma adaptação da frase para um pangrama na língua portuguesa. Na etapa 2b, verificou-se que a tradução foi válida e na 2c, todas as versões produzidas foram consolidadas em uma única versão, em português, que foi aplicada aos escolares. Na etapa 2d, constatou-se aceitabilidade e compreensão dos escolares nas tarefas propostas e valor de consistência interna de 0,701, ou seja, variabilida-

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Handwriting development in grade 2 and grade 3 primary school children with normal, at risk, or dysgraphic characteristics

Cited by 158 publications

References 18 publications

SOS: A Screening Instrument to Identify Children with Handwriting Impairments

SOS: A Screening Instrument to Identify Children with Handwriting Impairments

Writing Forces Associated With Four Pencil Grasp Patterns in Grade 4 Children

Translation and cultural adaptation of Brazilian Detailed Assessment of Speed of Handwriting: conceptual and semantic equivalence

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