Predicting Early School Achievement in Reading and Handwriting Using Major ‘Error’ Categories from the Bender-Gestalt Test for Young Children

Kay, Michael F. Mc; Neale, Marie D.

doi:10.2466/pms.1985.60.2.647

Cited by 13 publications

(7 citation statements)

References 8 publications

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“…Besides, other studies also found correlations between IQ and handwriting speed McKay & Neale, 1985).…”

Section: Discussionmentioning

confidence: 90%

“…Finally, on the cognitive domain, previous studies have indicated that IQ and reading abilities are related to writing mechanics. A positive correlation between verbal IQ and writing speed as well as a negative relationship between total IQ and handwriting errors were observed McKay & Neale, 1985). Biemiller, Regan, and Gang (1993, as cited in Graham & Weintraub, 1996, p. 34) found a positive correlation between writing fluency and reading speed.…”

Section: Introductionmentioning

confidence: 91%

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Predictors of handwriting in children with Autism Spectrum Disorder

Hellinckx

Roeyers

Waelvelde

2013

Research in Autism Spectrum Disorders

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1During writing, perceptual, motor, and cognitive processes interact. This study 2 explored the predictive value of several factors on handwriting quality as well as on speed in 3 children with Autism Spectrum Disorder (ASD). Our results showed that, in this population, 4 age, gender, and visual-motor integration significantly predicted handwriting quality, whereas 5 age, reading abilities, and fine motor coordination had an impact on handwriting speed. These 6 results indicate that, although reading abilities are often overlooked, handwriting remediation 7 in children with ASD should tackle reading skills as well. Handwriting is a complex task in which perceptual, motor, and cognitive processes 3 interact (Berninger, Mizokawa, & Bragg, 1991; Graham & Weintraub, 1996; Tseng & 4 Cermak, 1993), implying that, when learning to write, skills in several domains need to be 5 mastered. Due to its complexity, a substantial part of children struggle to develop proficient 6 handwriting (Karlsdottir & Stefansson, 2002; Smits-Engelsman & Van Galen, 1997). In the 7 Dutch-speaking part of Belgium, Flanders, children must be able to copy texts in polished 8 handwriting at the end of primary school (Vlaams Ministerie van Onderwijs en Vorming, 9 2010) and the way this aim has to be reached is determined by each school board itself. 10In certain clinical syndromes, a higher prevalence of handwriting difficulties 11 compared to typically developing (TD) children has been reported. Lately, it has become 12 increasingly obvious that children with Autism Spectrum Disorder (ASD) encounter serious 13 writing difficulties. Several studies have found that, during a copy task, children and 14 adolescents with Asperger syndrome or ASD produce fewer legible letters and words, write 15 with an overall lower quality, and make more errors regarding letter alignment, size, and 16 formation than TD children and adolescents (Fuentes, Mostofsky, & Bastian, 2009, 2010 17 Myles et al., 2003). During free writing as well, just slightly more than half of the words 18 produced by two children with Asperger syndrome were legible (Henderson & Green, 2001). 19On the other hand, no significant difference in legibility was found between children with 20 ASD and TD children in the study of Cartmill, Boccthy, Rodger, and Medst (2009). With 21 respect to writing speed, children and adolescents with Asperger syndrome or ASD appeared 22 not to write slower than TD children (Cartmill et al., 2009; Fuentes et al., 2009 Fuentes et al., , 2010 although the two children with Asperger syndrome examined by Henderson and Green (2001) 24 did produce fewer letters in one minute than what was expected at their age. Keeling, & Tuck, 1983). In order to treat handwriting problems adequately, 5 practitioners need to know which factors contribute to handwriting difficulties. 6First of all, the handwriting of boys and girls differs substantially. In fact, the 7 dissimilarities are so prominent that one can easily predict a writer's gender by the written 8 o...

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“…Besides, other studies also found correlations between IQ and handwriting speed McKay & Neale, 1985).…”

Section: Discussionmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 91%

Predictors of handwriting in children with Autism Spectrum Disorder

Hellinckx

Roeyers

Waelvelde

2013

Research in Autism Spectrum Disorders

View full text Add to dashboard Cite

show abstract

“…For children in grades 1 through 3, reported a correlation of .22 between handwriting speed and verbal IQ. McKay and Neale (1985) indicated that IQ was negatively correlated (-.37) to handwriting errors in their study with second grade children. As Harris (1960) noted three decades ago, intelligence is not a particularly good predictor of handwriting performance.…”

Section: Correlates Of Skill Development In Handwritingmentioning

confidence: 88%

“…This assumption, though, has received weak and ambiguous support in the research literature. McKay and Neale (1985), for example, found that scores on the Bender-Gestalt test in the first grade were of little value in predicting handwriting errors in second grade. Once the variance due to IQ was accounted for, only one of the Bender error categories, lines for dots, added significantly to the prediction of handwriting errors, accounting for just 4% of the variance.…”

Section: Correlates Of Skill Development In Handwritingmentioning

confidence: 99%

A review of handwriting research: Progress and prospects from 1980 to 1994

1996

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“…As relações entre leitura, escrita e desenvolvimento perceptomotor, no que concerne à aplicabilidade e validade do Bender como um instrumento preditivo dessas habilidades ainda não estão bem consolidadas na literatura. Sobretudo quando se consideram os resultados provindos de pesquisas realizadas com base no sistema de correção de Koppitz (Bandeira, & Hutz, 1994;Koppitz, 1975, Mckay, & Neale, 1985Nielsen, 1969;Nielson, & Sapp, 1991; para citar alguns). De maneira geral, os estudos realizados com base no Bender -Sistema de Pontuação Gradual (B-SPG), tanto com relação à leitura e à escrita, quanto à dificuldade de aprendizagem dessas habilidades, têm demonstrado a sensibilidade do sistema em diferenciar os indivíduos nas avaliações realizadas (Carvalho,& Noronha, 2009;Santos, Suehiro,& Vendemiatto, 2009;Suehiro, & Santos, 2005; Também no que concerne às idades dos participantes, a autora verificou diferenças estatisticamente significativas.…”

Section: Introductionunclassified

Desenvolvimento Perceptomotor e Escrita em crianças do Ensino Fundamental

2015

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ResumoO presente estudo verificou quanto o desempenho no B-SPG se relaciona com o desempenho na escrita, buscando por validade convergente entre os instrumentos empregados, bem como eventuais diferenças entre os participantes em relação à idade e ano escolar. Participaram 199 crianças de 7 a 10 anos (M=8,46, Dp=1,15) Perceptual motor development and Writing in children of elementary school AbstractThe present study verified the performance as the B-SPG relates to performance in writing, searching for convergent validity between the instruments used and any differences between participants with respect to age and school year. Participated 199 children 7-10 years (M = 8.46, SD = 1.15) from the second to fifth year of elementary school, in the countryside of the state of São Paulo. The participants underwent collectively to-Bender Gradual Scoring System (B-SPG) and the Writing Assessment Scale (EAVE). The results confirmed the relationship between the perceptual motor development and writing (r = 0.56; p <0.001), giving them validity evidence because of a low score on the B-SPG reflected a good performance in EAVE and vice versa. Evidence shows that the educational level and age are important variables in assessing the perceptual motor development and learning of writing. However, further research is need in order to remedy the limitations found here.Keywords: Learning; writing; psychometrics. Desarrollo Perceptomotor y Escrita en niños de lo Enseñanza Fundamental ResumenEl presente estudio verificó cuanto el desempeño en el B-SPG se relaciona con el desempeño en la escrita, buscando por validad convergente entre los instrumentos empleados, así como eventuales diferencias entre los participantes y relación a la edad y año escolar. Participaron 199 niños de 7 a 10 años (M=8,46, Dp=1,15), del segundo al quinto año de la Enseñanza Fundamental, del interior de São Paulo. Se sometieron los participantes, colectivamente, al Bender-Sistema de Puntuación Gradual (B-SPG) y a la Escala de Evaluación de la Escrita (EAVE). Los resultados confirmaron la relación existente entre el desarrollo perceptomotor y la escrita (r=0,56; p<0,001), confiriéndoles una evidencia de validad una vez que una baja puntuación en el B-SPG reflexionó un buen desempeño en la EAVE y vice-versa. Quedó demostrado que el nivel escolar y la edad son variables importantes en la evaluación del desarrollo perceptomotor y del aprendizaje de la escrita. Sin embargo, nuevas investigaciones son necesarias con la finalidad de cubrir las limitaciones aquí encontradas.Palabras clave: aprendizaje; escrita; psicometría.

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Predicting Early School Achievement in Reading and Handwriting Using Major ‘Error’ Categories from the Bender-Gestalt Test for Young Children

Cited by 13 publications

References 8 publications

Predictors of handwriting in children with Autism Spectrum Disorder

Predictors of handwriting in children with Autism Spectrum Disorder

A review of handwriting research: Progress and prospects from 1980 to 1994

Desenvolvimento Perceptomotor e Escrita em crianças do Ensino Fundamental

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