Use of technological tools to evaluate handwriting production of the alphabet and pseudocharacters by Brazilian students

Germano, Giseli Donadon; Capellini, Simone Aparecida

doi:10.6061/clinics/2019/e840

Cited by 3 publications

(5 citation statements)

References 27 publications

(52 reference statements)

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“…Still in the comparison between HF-LF words, in relation to the C2 rule words, we noticed that there is still a need to use lexical and sublexical routes, since for some words, it was necessary to use the eye to check the spelling of the word. This finding corroborates studies, which have already indicated that the lack of teaching based on the reflection of spelling rules, on the part of students, makes it difficult to appropriate spelling rules ( Scliar-Cabral, 2003b ; Germano and Capellini, 2011 , 2019 ; Chiaramonte and Capellini, 2022 ).…”

Section: Discussionsupporting

confidence: 90%

“…These findings indicate that the students had difficulties in the formation of the orthographic mental lexicon, which were aggravated by the lack of systematic teaching of conversion and by the lack of strategies aimed at the visual memorization of these words. ( Germano and Capellini, 2019 ; Chiaramonte and Capellini, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

“…All were submitted to the following procedures of Computerized evaluation of handwriting (Ductus software®; Guinet and Kandel, 2010 ). To perform the procedures described below, a notebook computer was used (adapted version; Germano, 2018 ; Germano and Capellini, 2019 ) coupled to a digitizing table (Intuos Pro Wacom Pen and Touch Tablet). The stimuli were presented in the center of the notebook screen (written in capital letters – Times New Roman size 18).…”

Section: Methodsmentioning

confidence: 99%

“…This choice was made based on Brazilian Educational System, which is based on the current literacy curriculum approach, which is related to whole language. As mentioned by Germano and Capellini (2019) one aspect to be considered in the Brazilian context is the absence of systematic teaching of the movements of writing letters and the changes that occurred in the mid-1980s, when the teaching of the letter-writing movements was relegated to a secondary plane and the aspects of language were emphasized instead. They were submitted to the task of writing 15 HF (mean number of occurrences = 69; median = 58, range = 28–131) and 15 LF (mean number of occurrences = 1.0; median = 1, range = 1.0) frequency words, selected according to the frequency criteria ( Germano, 2018 ; Table 1 ).…”

Section: Methodsmentioning

confidence: 99%

“…Learning to write is considered a linguistic skill that involves motor and orthographic aspects ( Kandel and Perret, 2015a , b ; Germano and Capellini, 2019 ). Recent models on the production of handwriting suggest that spelling processes modulate the timing of motor processes ( Roux et al, 2013 ; Kandel and Perret, 2015a ).…”

Section: Introductionmentioning

confidence: 99%

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Handwriting fluency, latency, and kinematic in Portuguese writing system: Pilot study with school children from 3rd to 5th grade

Germano

Capellini²

2023

Front. Psychol.

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Studies have referred to the interaction between orthographic and motor aspects during the production of handwriting. However, studies with Brazilian Portuguese are still lacking. Hence, the aim of this study was to compare orthographic regularity, based on the Portuguese writing system, in high (HF) and low (LF) frequency words, in relation to latency and kinematic variables in students from the 3rd to the 5th grade of elementary school. This is a cross-sectional pilot study, with a convenience sample of 95 children participated in this study, from 3rd to 5th grade level attending a state elementary school. All were submitted to the following procedures of computerized evaluation of handwriting and submitted to the task of writing 15 HF and 15 LF words, selected according to the frequency criteria and classified according writing coding rule. Results indicated that for HF words, there was a decrease in writing and disfluencies production time, for all coding rules, from 3rd to 5th grade. However, for LF words, the more unpredictable orthographic affect production duration time, movement fluency, and students became more dependent on the use of gaze to check spelling aspects. This study revealed that lexical and sub-lexical activation affected motor production. For HF and LF words, lexical and sublexical process favored motor programming. However, for LF words, despite the maturation and school progression for the motor planes, there was an increase in latency time and in the need to search for word information, measured by the gaze variable for words with greater irregularity. This study has provided some evidence that linguistic variables such as orthographic regularity and word familiarity affect handwriting performance in Brazilian Portuguese written language.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Handwriting fluency, latency, and kinematic in Portuguese writing system: Pilot study with school children from 3rd to 5th grade

Germano

Capellini²

2023

Front. Psychol.

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Handwriting Skills and Their Role in Text Generation: A Longitudinal Study with Graphonomic Measures

Jiménez,

Barrientos

2024

INT J EDUC METHODOL

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<p>This study sought to examine the influence of transcription skills, evaluated using graphonomic measures, on the proficiency of text generation in students attending primary schools in Spain. A longitudinal design was employed involving 278 Spanish students distributed across three cohorts (cohort 1: 1st-2nd-4th grade; cohort 2: 2nd-3rd-5th grade; and cohort 3: 3rd-4th-6th grade). Two data collection points were used to administer the graphonomic measures, and a composition letter task was conducted at the conclusion of the study. Four multigroup structural equation models were employed, examining the direct pathways from graphonomic measures (i.e., pressure, speed, pauses, and road length) on text generation (i.e., length, fluency, planning, revision, and organization). The models demonstrated a good fit to the data. The findings from the four models, analyzed within the three cohorts, indicated that the significant effect of transcription (i.e., handwriting) on text production was primarily observed in Cohort 1 (early grades), while no significant effects were found in Cohort 2 (intermediate grades). This suggests that the importance of handwriting in text production in a transparent orthography may be more pronounced during the initial stages of writing development when students are acquiring foundational writing skills.</p>

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Characterization of gaze in handwriting of High and Low Frequency Word of Schoolchildren with Dyslexia

Capellini¹,

Caldarelli²,

Germano³

et al. 2022

Education Sciences and Society

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Writing is extremely important for our academic and professional life and can affect our performance in productive educational activities, favouring us or not. Schoolchildren with dyslexia bring difficulties and reduced school performance due to their condition of deprivation in written production. This is because schoolchildren with dyslexia have difficulty acquiring spelling knowledge and show poor phonological skills. This study aimed to characterize the performance of schoolchildren with dyslexia in "gaze" for the handwriting of High and Low-frequency words. A total of 24 schoolchildren participated in the study. They were between 8 to 11 years and 11 months of age, of both sexes, and they were attending the 3rd to the 5th year of Elementary School in the city of Marília-SP. The schoolchildren were divided into groups: GI, composed of 12 schoolchildren with an interdisciplinary diagnosis of developmental dyslexia, and GII, composed of 12 schoolchildren with good academic performance, paired with GI according to the school grade level. These schoolchildren were submitted to computerized handwriting evaluation using a Brazilian adaptation of the Software Ductus. All schoolchildren were submitted to a copy of words already selected according to Brazilian Portuguese criteria of frequency and codification rule. A measure of "gaze" was used, that is, when the schoolchildren stopped their handwriting to search/look up at the screen to confirm the information about the words. The results indicated a significant difference between GI and GII, with GI schoolchildren performing more gaze when compared with GII, i.e., taking longer motor breaks to perform the gaze. Therefore, there was a rupture in the central processing with the peripheral when the child performed the gauze more times since he had to confirm the characteristics of this word during the writing process (difficulty in accessing the orthographic lexicon) and with that, there was a break in the movement of handwriting (since there was not enough information in the central plane to complete that motor memory and finish the word). It was concluded that there were gaps between the central (orthographic) and peripheral (motor pauses) processes, suggesting deficits in the formation of motor programs for GI and the lack of automation of motor processes.

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Use of technological tools to evaluate handwriting production of the alphabet and pseudocharacters by Brazilian students

Cited by 3 publications

References 27 publications

Handwriting fluency, latency, and kinematic in Portuguese writing system: Pilot study with school children from 3rd to 5th grade

Handwriting fluency, latency, and kinematic in Portuguese writing system: Pilot study with school children from 3rd to 5th grade

Handwriting Skills and Their Role in Text Generation: A Longitudinal Study with Graphonomic Measures

Characterization of gaze in handwriting of High and Low Frequency Word of Schoolchildren with Dyslexia

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