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Rosenblum, Sara; Weiss, Patrice L.; Parush, Shula

doi:10.1023/a:1021371425220

Cited by 200 publications

(79 citation statements)

References 75 publications

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“…Although many standardized evaluations exist (see Rosenblum, Weiss, & Parush, 2003, for a review), pediatric occupational therapists do not tend to use standardized assessments of handwriting and prefer to use standardized tests to evaluate the underlying components of the task rather than the handwriting performance itself (Crowe, 1989;Feder, Majnemer, & Synnes, 2000;Rodger, 1994). One reason for this practice may be that handwriting is a complex task involving many sensorimotor, cognitive, and psychosocial components that must be comprehensively evaluated before designing a treatment plan (Schneck & Amundson, 2010).…”

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confidence: 99%

Validating the Use of the Evaluation Tool of Children’s Handwriting–Manuscript to Identify Handwriting Difficulties and Detect Change in School-Age Children

Brossard‐Racine

Mazer

Julien

et al. 2012

The American Journal of Occupational Therapy

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In this study we sought to validate the discriminant ability of the Evaluation Tool of Children's HandwritingManuscript in identifying children in Grades 2-3 with handwriting difficulties and to determine the percentage of change in handwriting scores that is consistently detected by occupational therapists. Thirty-four therapists judged and compared 35 pairs of handwriting samples. Receiver operating characteristic (ROC) analyses were performed to determine (1) the optimal cutoff values for word and letter legibility scores that identify children with handwriting difficulties who should be seen in rehabilitation and (2) the minimal clinically important difference (MCID) in handwriting scores. Cutoff scores of 75.0% for total word legibility and 76.0% for total letter legibility were found to provide excellent levels of accuracy. A difference of 10.0%-12.5% for total word legibility and 6.0%-7.0% for total letter legibility were found as the MCID. Study findings enable therapists to quantitatively support clinical judgment when evaluating handwriting. Brossard-Racine, M., Mazer, B., Julien, M., & Majnemer, A. (2012). Validating the use of the Evaluation Tool of Children's Handwriting-Manuscript to identify handwriting difficulties and detect change in school-age children. American Journal of Occupational Therapy, 66, 414-421. http://dx

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confidence: 99%

Validating the Use of the Evaluation Tool of Children’s Handwriting–Manuscript to Identify Handwriting Difficulties and Detect Change in School-Age Children

Brossard‐Racine

Mazer

Julien

et al. 2012

The American Journal of Occupational Therapy

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“…Generally, considering the research in relation to learning difficulties, research has documented that the intervention programs for students with writing difficulties should be taken place in earliest stages of the problems (Coyne, Zipoli, & Ruby, 2006;Graham, Harris, Mason, Fink-Chorzempa, Moran, & Saddler, 2008;Graham, Harris, & Larsen, 2001;Rosenblum et al, 2003;Ziolkowska, 2007). The postponing the solutions for difficulties occurring in learning writing and overall, focusing on only mechanic processes of writing in terms of instruction result in increasing gap between successful and struggling students in terms of writing.…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, the mentioned difficulties do not cover the difficulties concerning the content of writing. The predictions done about the rate of students with writing difficulties are ranged from 10% to 47% (Galanis, 2008;Graham, 2009Graham, -2010Medwell & Wray, 2008;McHale & Cermak, 1992;Troia, 2005;Rosenblum et al, 2003Rosenblum et al, , 2004Zwicker, 1990). In that regard, most of the participants in the present research did not perceive some writing miscues regarding writing features such as size, formation (shape), spacing, slant, and etc.…”

Section: Discussionmentioning

confidence: 99%

“…Söz konusu güçlüklere yazının içerik boyutunda yaşanan güçlükler dahil değildir. Uluslararası literatürde yazma güçlüğü yaşayan öğrencilerin oranına ilişkin yapılan tahminlerin % 10 ile % 47 arasında değiştiği görülmektedir (Galanis, 2008;Graham, 2009Graham, -2010Medwell ve Wray, 2008;McHale ve Cermak, 1992;Rosenblum et al, 2003Rosenblum et al, , 2004Troia, 2005;Zwicker, 1990). Bu bağlamda araştırmada yer alan öğretmenlerin biçim, ebat, bağlantı, boşluk gibi yazının karakteristik özellikleriyle ilgili yapılan hataları yazma güçlüğü olarak değerlendirmeleri nedeniyle tahminlerin yüksek olduğunu söylemek mümkündür.…”

Section: Discussionunclassified

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Elementary School Classroom Teachers’ Views on Writing Difficulties

Ateş¹,

Çetinkaya²,

Yıldırım³

2014

IOJES

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This study aimed to explore elementary school classroom teachers' self-efficacy beliefs related to how to address writing difficulties and knowledge about writing difficulties. Through this aim, the criterion sampling, one of the purposeful sampling techniques, was employed and a total of 226 classroom teachers constituted the research sample. A questionnaire form including an eightquestion-section based on rating and two-question-section based on classification and interpretation was used. The frequency, percentage, and content analyses were used to analyze the data obtaining from the research. The research finding showed that the classroom teachers mostly focused on writing difficulties appearing in learning writing skills, they believed that the writing difficulties are caused by learning cursive-slanted handwriting style, and had positive and high efficacy beliefs regarding how to deal with writing difficulties. We concluded from the research that the content dimension of writing difficulties is neglected.© Extended Summary PurposeThis study aimed to explore elementary school classroom teachers' self-efficacy beliefs related to how to address writing difficulties and knowledge about writing difficulties. MethodIn the research, the criterion sampling, one of the purposeful sampling techniques, was employed and a total of 226 classroom teachers constituted the research sample. A questionnaire form including an eightquestion-section based on rating and two-question-section based on classification and interpretation was used to collect the data of the research. FindingsThe research finding showed that the classroom teachers mostly focused on writing difficulties appearing in learning writing skills, they believed that the writing difficulties are caused by learning cursiveslanted handwriting style, had positive and high efficacy beliefs regarding how to deal with writing difficulties, and also contended that they would allocate more time for to the writing activities for remediating writing difficulties.

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“…In evaluation of legibility of handwriting, there are generally 5 dimensions taken into account in literature (Graham, 1982;Kaminsky & Powers, 1981;Koenke, 1986;Rosenblum et al,, 2003;Rubin & Henderson, 1982): shape of letters, their size, slant (slope), space between letters and writing on the line. Taking into account this criteria, Turkish Language Teaching Program and measurement tools used in the literature (Ateş & Yıldırım, 2007;Bayat, 2016a;Bayat & Çoşkun, 2016;Sudsawad et al, 2001), an evaluation form consisting of 10 items has been developed.…”

Section: Measurement Toolsmentioning

confidence: 99%

Relationship between Legible Handwriting and Level of Success of Third Grade Students in Written Expression

Bayat

Küçükayar²

2016

Journal of Education and Training Studies

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This study aims to identify third-grade students' performance levels for written expression and handwriting and to find the relationship between these performances. The study is based on relational screening model. It is carried out with 110 third grade students. Students' levels of success in handwriting and in written expression are evaluated with observation forms developed by researchers. The results of the study reveal that third grade students' success in handwriting is good, while their success in written expression is moderate. The relationship between their success level of handwriting and that of written expression is found to be moderate as well.

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Cited by 200 publications

References 75 publications

Validating the Use of the Evaluation Tool of Children’s Handwriting–Manuscript to Identify Handwriting Difficulties and Detect Change in School-Age Children

Validating the Use of the Evaluation Tool of Children’s Handwriting–Manuscript to Identify Handwriting Difficulties and Detect Change in School-Age Children

Elementary School Classroom Teachers’ Views on Writing Difficulties

Relationship between Legible Handwriting and Level of Success of Third Grade Students in Written Expression

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