Perceptual-Motor Function of School-Age Children With Slow Handwriting Speed

Tseng, Mei‐Hui; Chow, Susan Ka Yee

doi:10.5014/ajot.54.1.83

Cited by 238 publications

(181 citation statements)

References 21 publications

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“…Nevertheless, children still spend between 30% and 60% of their time at elementary school on handwriting tasks [10,27]. Here, many exhibit handwriting problems, the prevalence of which has been estimated at 10 to 34% [8,19,20].…”

Section: Introductionmentioning

confidence: 99%

Dynamic time warping: A new method in the study of poor handwriting

Brina

Niels

Overvelde

et al. 2008

Human Movement Science

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Poor handwriting is a diagnostic criterion for developmental coordination disorder. Typical of poor handwriting is its low overall quality and the high variability of the spatial characteristics of the letters, usually assessed with a subjective handwriting scale. Recently, Dynamic Time Warping (DTW), a technique originally developed for speech recognition, was introduced for pattern recognition in handwriting. The present study evaluates its application to analyze poor handwriting. Forty children attending Dutch mainstream primary schools were recruited and based on their scores on the Concise Evaluation Scale for Children's Handwriting (Dutch abbreviation: BHK), 20 good and 20 poor writers (of whom 13 were scheduled for handwriting intervention) were identified. The groups were matched for age (7-9 years), school grade (grades 2 and 3) and handedness. The children subsequently wrote sequences of the letter 'a' on a graphics tablet in three conditions (normal, fast, and accurate). Classical kinematics were obtained and for each individual letter DTW was used to calculate the distance from the mean shape. The DTW data revealed much higher variability in the letter forms of the poor writers that was independent of the kinematic results of larger trajectories, faster movements, and higher pen pressure. The current results suggest that DTW is a valid and objective technique for letter-form analysis in handwriting and may hence be useful to evaluate the rehabilitation treatments of children suffering from poor handwriting. In education research it may be exploited to explore how children (should) learn to write.

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Section: Introductionmentioning

confidence: 99%

Dynamic time warping: A new method in the study of poor handwriting

Brina

Niels

Overvelde

et al. 2008

Human Movement Science

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“…Although the VMI test was found to correlate most with handwriting performance, 14,15 it measures just one component of handwriting performance, namely visual-motor integration skills. In using VMI as a screening test, non-proficient writers who have normal VMI skills may have been overlooked and omitted from this study.…”

Section: Limitationsmentioning

confidence: 99%

“…14,15 The VMI is regarded as a useful evaluation tool in the screening of handwriting dysfunction. 8 The test adopted in the present study is the 4th edition of Chinese version of the VMI with norm-referenced tables for Taiwanese children.…”

Section: Beery-buktenica Developmental Test Of Visual-motor Integratimentioning

confidence: 99%

Characterization of motor control in handwriting difficulties in children with or without developmental coordination disorder

Chang

2010

Develop Med Child Neuro

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Aim The purpose of this study was to characterize handwriting deficits in children with developmental coordination disorder (DCD) using computerized movement analyses. Method Seventy‐two children (40 females, 32 males; mean age 7y, SD 7mo; range 6y 2mo to 7y 11mo) with handwriting deficits (33 with DCD, 39 without DCD); and 22 age‐ and sex‐matched children without handwriting deficits were asked to perform handwriting tasks on a digital tablet for the collection of kinematic and kinetic data. Practice times required to achieve automation of movement when writing an unfamiliar character were used to assess the motor learning of handwriting. The children were asked to copy three simple and three complex characters, and the velocity and axial pen force used for corresponding strokes were compared. Results The attainment of automated handwriting was markedly slower in children with handwriting deficits and DCD, who used a faster stroke velocity to write simple characters (1.22 times those without handwriting deficits), but when writing complex characters, their stroke velocity and pen force were lower (0.85 and 0.89 times those without handwriting deficits, respectively). Interpretation By linking the results with neuromotor control theories, it was determined that children with DCD have difficulties performing the open‐loop and closed‐loop movements required for fluent handwriting.

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“…Furthermore, according to Sovik and Arntzen (1991), fluent writing is produced by an integrated pattern of coordinated movements subject to visual monitoring and sensorimotor feed-back (Tseng & Chow, 2000).…”

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confidence: 99%

Relation between Visual Motor Integration and Handwriting in Students of Elementary School

Capellini¹,

Giaconi²,

Germano³

2017

PSYCH

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Aim: To characterize, compare the related visual motor integration and handwriting performance of Brazilian students of elementary schools. A total of 50 students from the 1st to 5th grade level of elementary school participated in this study. The students were divided into: Group I (GI): 10 students enrolled in the 1st grade; Group II (GII): 10 students enrolled in the 2nd grade; Group III (GIII): 10 students enrolled in the 3th grade; Group IV (GIV): 10 students enrolled in the 4th grade and Group V (GV): 10 students enrolled in the 5th grade. After the sign of consent form by parents, the students were submitted to the application of visual motor integration test and handwriting assessment. Results: The results showed that there was performance alteration of the GI, GII, GIII, GIV and GV students in visual motor integration, visual perception and motor coordination; showed the presence of dysgraphia in all groups; and found that the students of GI and GV were the students with the greatest impairment in visual motor integration and in the quality of handwriting. Conclusion: These findings prove a direct relation between the visual motor integration and handwriting performance of the students of this study.

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Perceptual-Motor Function of School-Age Children With Slow Handwriting Speed

Cited by 238 publications

References 21 publications

Dynamic time warping: A new method in the study of poor handwriting

Dynamic time warping: A new method in the study of poor handwriting

Characterization of motor control in handwriting difficulties in children with or without developmental coordination disorder

Relation between Visual Motor Integration and Handwriting in Students of Elementary School

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