Improving a Child's Writing Skills for Increased Attention to Academic Activities

Dps, Heidi A. Press; Faota, Jim Hinojosa PhD Ot; Dps, Karen Laurie Roston

doi:10.1080/19411240903392566

Cited by 5 publications

(4 citation statements)

References 24 publications

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“…The HKWP for year 1 students focuses less on writing shapes and more on refinement of motor control for handwriting. Therefore, children move away from lower cognitive processes taught in Foundation such as letter formation and planned motor patterns and more towards higher cognitive processes in year 1 such as expression of ideas through written language and reviewing written text (Press et al, 2009). The writing shapes that are taught in the HKWP and predominantly repeated in Foundation, align with the concepts that are assessed within the HKWSA-V2.…”

Section: Construct Validitymentioning

confidence: 99%

“…Higher‐level processing involves expressing thoughts though written language, planning written work, and reviewing written text (Press, Hinojosa, & Roston, 2009). During the lower years of primary school, children have not fully established the skills required for handwriting and therefore attend more to lower‐level processes (Press et al, 2009). However, as children gain more experience and engage in occupations that allow them to develop the appropriate mechanics of writing, children will attend towards higher level processes (Schneck & Case‐Smith, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Lower level processes include an individual's ability to store and retrieve letters, plan motor patterns and replicate these patterns to form letters within words; visual motor skills support the development of these. Higher-level processing involves expressing thoughts though written language, planning written work, and reviewing written text (Press, Hinojosa, & Roston, 2009). During the lower years of primary school, children have not fully established the skills required for handwriting and therefore attend more to lower-level processes (Press et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Initial psychometric evaluation of the Hartley Knows Writing Shapes Assessment Version 2 with typically developing children between the ages of 4 and 8

Pavlos

McKenzie²,

Knightbridge

et al. 2020

Aus Occup Therapy J

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Introduction Despite advances in technology, handwriting still remains an important part of the school curriculum. Especially during the early years of schooling, handwriting difficulties have been shown to negatively affect academic success. Consequently, occupational therapists rely on sound psychometric tools to assess a child's visual motor abilities and implement appropriate strategies to facilitate their handwriting outcomes. The Hartley Knows Writing Shapes Assessment Version 2 (HKWSA‐V2) evaluates knowledge of writing shapes, ability to replicate writing shapes and knowledge of handwriting concepts used in the Hartley Knows Writing Program (HKWP). The current study describes the initial development and psychometric evaluation of the HKWSA‐V2. Method Typically developing children (N = 50) between 4 and 8 years old, completed two visual motor assessments: the HKWSA‐V2 and the Beery Buktenica Developmental Test of Visual Motor Integration 6th Ed. (Beery VMI). Guided by the COnsensus‐based standards for the Selection of health Measurement INstruments, statistical analysis was conducted using various non‐parametric tests to assess the internal consistency, construct, and criterion validity of the HKWSA‐V2. Results The internal consistency of the HKWSA‐V2 ranged between adequate and excellent (Cronbach's α = 0.61–0.88). Construct validity as hypothesised, was supported with strong correlations found between groups of children who had and had not been involved in the HKWP. Statistically significant differences were also found in HKWSA‐V2 scores based on the child's chronological age (r = .51, p < .01; r = .34, p < .05) and year level (p = .00). Criterion validity was substantiated with moderate to strong correlations found between all HKWSA‐V2 scales and subscales and the Beery VMI subscales (ρ = 0.06–0.53). Conclusion Evaluation of the tool provides promising initial psychometric findings. The tool allows professionals and clinicians to evaluate a child's visual motor abilities according to concepts learnt within the HKWP. Further development of the HKWSA‐V2 is warranted.

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Section: Construct Validitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Initial psychometric evaluation of the Hartley Knows Writing Shapes Assessment Version 2 with typically developing children between the ages of 4 and 8

Pavlos

McKenzie²,

Knightbridge

et al. 2020

Aus Occup Therapy J

View full text Add to dashboard Cite

show abstract

“…While different tools exist to assess handwriting [4] [5], the Detailed Assessment of Handwriting Speed or DASH, which is commonly used to assess the speed of performance on a range of writing tasks, is the only standardized and validated handwriting speed test with norms for 9 -16-year-olds (DASH) [6] and 17 -25-year-olds (DASH17+) [7]. The DASH and DASH17+ are widely used by education and health professionals, particularly, occupational therapists [8].…”

Section: Introductionmentioning

confidence: 99%

Neural and Kinematic Metrics of Handwriting in Neurotypical Adults

Bakhshipour¹,

Plumb²,

Koiler³

et al. 2022

JBBS

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Detailed Assessment of Speed of Handwriting (DASH 17+) assessment provides information about the speed and legibility of handwriting. Handwriting difficulties in general and DASH17+ performance, in particular, are signs of neuromotor difficulties. Individualized interventions can be developed with a better understanding of both the biomechanical and neurological underpinnings of the task. We used a multimodal assessment strategy to deconstruct the product and process of handwriting measures in adults. A total of 23 neurotypical college age adults took part in the study. We combined the standardized norm-referenced test DASH17+ and explored the online process of handwriting using the MovAlyzeR software, and simultaneously explored prefrontal cortex activity, using functional near infrared spectroscopy (fNIRS), during the task execution. Our research indicated that underlying neural and kinematic mechanisms changed between tasks, within tasks, and even from one trial block to another that are not reflected in the DASH17+ performance assessment alone. Therefore, this multi-modal approach provides a promising method in clinical populations to further investigate any subtle change in handwriting.

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Handwriting in 2015: A main occupation for primary school–aged children in the classroom?

McMaster

Roberts

2016

Journal of Occupational Therapy, Schools, & Early Intervent

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Improving a Child's Writing Skills for Increased Attention to Academic Activities

Cited by 5 publications

References 24 publications

Initial psychometric evaluation of the Hartley Knows Writing Shapes Assessment Version 2 with typically developing children between the ages of 4 and 8

Initial psychometric evaluation of the Hartley Knows Writing Shapes Assessment Version 2 with typically developing children between the ages of 4 and 8

Neural and Kinematic Metrics of Handwriting in Neurotypical Adults

Handwriting in 2015: A main occupation for primary school–aged children in the classroom?

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