Handwriting fluency and visuospatial generativity at primary school

Abstract

Handwriting is a complex activity that involves continuous interaction\ud between lowerlevel perceptual-motor and higher-level cognitive processes. All\ud handwriting models describe involvement of executive functions (EF) in handwriting\ud development. Particular EF domains associated with handwriting include\ud maintenance of information in working memory, inhibition of prepotent responses,\ud and shifting and sustaining of attention. Generativity, an EF domain that has not\ud been extensively studied, may play a role in the acquisition and automation of\ud handwriting. We hypothesized that neuropsychological performances and handwriting\ud fluency would be mutually associated, and that visuospatial generativity\ud could have a specific role in handwriting speed. We enrolled 96 children who\ud completed a comprehensive neuropsychological battery. The study found that\ud handwriting speed was associated with visuospatial fluency, which involves behavioural\ud execution and initiation. In learning and performing handwriting, there is an\ud inherent non-exclusive role of fine motor skills

Fluency and its relationship with typology, exposure and lexical retrieval in bilingual Persian-Swedish children’s writing

“…For examples, some have analysed final texts by counting number of words (Christensen, 2004;Graham et al, 1998;Johnson et al, 2012;Alves et al, 2012;Kent et al, 2014;Grewal & Williams, 2018), ideas and sentences (Johnson et al, 2012;Kent et al, 2014;Grewal & Williams, 2018) produced by both adults and children (up to age 15) in a variety of Latin-based scripts such as English, German, Dutch, and Portuguese. Others have examined the process, the temporal aspects of fluency, (Wolfe-Quintero et al, 1998) by measuring the number of characters, words or syllables in a specific amount of time in both Latin-based orthographies as in English (Chenoweth & Hayes, 2001;Chandler, 2003;Kobayashi & Rinnert, 2013), Portuguese (Alves & Limpo, 2015) Swedish (Lindgren et al, 2008), Italian (Stievano et al, 2016), French (Olive et al, 2009) and non-Latin based orthographies such as Turkish (Babayiğit & Stainthorp, 2010) and non-alphabetic languages, for example Japanese (Kobayashi & Rinnert, 2013) and Chinese (Ellis & Yuan, 2004) in adults' and children's writing. In addition, Chenoweth and Hayes (2001: 88) divided bursts into two categories defined as "segments terminated by pauses as P-bursts and segments terminated by revisions as R-bursts".…”

Preliminary Rasch Construct and Reliability Validation of TeleWrite: A Telehealth-Based Handwriting Assessment

“…Rasch analyses provided insights into how to modify the tool to demonstrate a better fit with the Rasch model. Given that handwriting is a multidimensional construct in theory (Amundson, 1995; Reisman, 1999; Stievano et al, 2016), separate Rasch calibrations were determined to be the most appropriate way to analyze the unidimensionality of the tool. This study conducted a Winsteps analysis of person separation reliability of the TeleWrite scales to determine its relative ability to separate persons based on their levels of handwriting ability, our latent variable.…”

Early undernutrition as a cause of changes in phonological processing skills

“…Thus, analysis of the performance in PA and PWM tasks may provide information that would clarify in what way undernutrition affects the writing capacity of these children. Writing is considered to be one of the more complex skills to learn because it involves several cognitive functions 30,31 . Among them, PWM 32 plays a primordial role since it permits the recovery and maintenance of words, ideas, linguistic chains and grammar rules, in addition to monitoring and controlling irrelevant concurrent information, an essential event in typical situations of daily writing.…”