The Effect of a Visual Memory Training Program on Chinese Handwriting Performance of Primary School Students with Dyslexia in Hong Kong

Abstract

This study investigated the effect of a visual memory training program on Chinese handwriting performance among primary school students with dyslexia in Hong Kong. Eight students of Grade 2 to 3 who were diagnosed with dyslexia were recruited. All participants received six sessions of training, which composed of 30-minute computerized game-based visual memory training and 30-minute Chinese character segmentation training. Visual perceptual skills and Chinese handwriting performance were assessed before and after the training, as well as three weeks after training using the Test of Visual Perceptual Skills (3rd edition) (TVPS-3) and the Chinese Handwriting Analysis System (CHAS). In comparing the pre-and post-training results, paired t-tests revealed significant improvements in visual memory skills, as well as handwriting speed, pause time and pen pressure after the training. There was no significant improvement in handwriting accuracy or legibility. The improved visual memory and handwriting performance did not show a significant drop at the follow-up assessments. This study showed promising results on a structured program to improve the Chinese handwriting performance, mainly in speed, of primary school children. The improvements appeared to be well-sustained after the training program. There is a need to further study the long-term effect of the program through a randomized controlled trial study.

Design and Assessment of Children’s Pencil Holder for Chinese Writing

“…In addition, the "paper time" of writing words of W2 is significantly less than that of words of W3, W5 and W6 (t[29] = −14.45, p = 0.000; t[29] = −6.69, p = 0.000; t[29] = −3.24; p = 0.000, respectively). However, the "paper time" of writing W2 words is longer than that of W4 words (t [29] = −4.92, p = 0.000). The "paper time" for writing W3 words is shorter than that of W4, W6 and W7 words (respectively, t[29] = 13.36, p = 0.000; t[29] = 4.07, p = 0.000; t[29] = 8.30, p = 0.000).…”

“…Each structure has twelve words. The Children's Chinese Handwriting System (CCHS) of this study referred to th Chinese Handwriting Analysis System (CHAS) [28,29] which wrote the programs usin Unity software. This system was specially designed for primary school students wh The hand lengths are 139.50 mm, 152.70 mm, and 161.20 mm respectively, which are all in line with the standard of children's hand length suggested by [25].…”

“…Each structure has twelve words. The Children's Chinese Handwriting System (CCHS) of this study referred to the Chinese Handwriting Analysis System (CHAS) [28,29] which wrote the programs using Unity software. This system was specially designed for primary school students who have handwriting difficulties, and it could show excellent reliability for assessments of writing quality (Table 4) related to writing efficiency and writing pressure.…”

“…Further paired sample's t-test for the "paper time" of different "word structure" found that the time for children to write W1 words was significantly less than that of W2, W3, W4, W5, W6, and W7 words (t[29] = −12.08, p = 0.000; t [29] = −17.85, p = 0.000; t [29] = −9.87, p = 0.000; t[29] = −13.44, p = 0.000; t[29] = −9.93, p = 0.000; t [29] = −15.75, p = 0.000, respectively). In addition, the "paper time" of writing words of W2 is significantly less than that of words of W3, W5 and W6 (t[29] = −14.45, p = 0.000; t[29] = −6.69, p = 0.000; t[29] = −3.24; p = 0.000, respectively).…”

Evaluation of a group-based sensorimotor intervention programme to improve Chinese handwriting of primary school students

“…Furthermore, training in small groups, similar to school and classroom environments, provides students an opportunity to request or give mediation to their peers according to sociocultural theory [ 17 ]. In addition, previous studies on a group of four students of six training sessions and a preliminary trial on a group of six students with eight sessions appeared to have promising results from the test results [ 18 , 19 ]. Thus, the selection of the eight sessions of training was adopted with two or four sessions of training per week after compromising the feasibility and availability of the students, parents, and school arrangements during the COVID-19 pandemic.…”