Development of the Handwriting Legibility Scale (HLS): A preliminary examination of Reliability and Validity

Barnett, Anna; Prunty, Mellissa; Rosenblum, Sara

doi:10.1016/j.ridd.2017.11.013

Cited by 54 publications

(75 citation statements)

References 24 publications

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“…Two groups of children with handwriting difficulties were included, a dysgraphia and a DCD group. Handwriting difficulties were determined by scores either below the 15th percentile on the Detailed Assessment of Speed of Handwriting (DASH; Barnett et al, 2007), indicating slow handwriting, or below average on the Handwriting Legibility Scale (HLS; Barnett, Prunty, & Rosenblum, 2013).…”

Section: Methodsmentioning

confidence: 99%

“…The Handwriting Legibility Scale (HLS; Barnett et al, 2013) The HLS examines five different components of handwriting legibility including global legibility (overall readability of the text on first reading), effort to read the script, layout on the page, letter formation, and alterations to writing (attempts made to rectify written work). The HLS is applied retrospectively to the DASH free-writing task.…”

Section: Assessmentsmentioning

confidence: 99%

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Understanding handwriting difficulties: A comparison of children with and without motor impairment

Prunty

Barnett

2017

Cognitive Neuropsychology

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The nature of handwriting difficulties have been explored in children with specific developmental disorders. The aim of this study was to investigate the nature of handwriting difficulties in children with dysgraphia, a less studied group who have significant handwriting difficulties in the absence of motor control or cognitive difficulties. The performance of a dysgraphia group aged 8-14 years was compared to a group with Developmental Coordination Disorder and to typically developing (TD) controls. Participants completed two handwriting tasks on a digitizing writing tablet. The amount and accuracy of the handwriting product was measured, plus various temporal and spatial features of the writing process. There were no significant differences in performance between the two groups with handwriting difficulties but both performed more poorly than the TD group. Individual differences in the type and severity of handwriting impairments suggest the need for a range of classroom assessments to tailor intervention appropriately.

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Section: Methodsmentioning

confidence: 99%

Section: Assessmentsmentioning

confidence: 99%

Understanding handwriting difficulties: A comparison of children with and without motor impairment

Prunty

Barnett

2017

Cognitive Neuropsychology

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“…Several researchers have addressed the study of handwriting characteristics (differences) among children with disability problems and children with no problems (proficient vs non-proficient). For example, Barnett et al (2018) have proposed a “Handwriting Legibility Scale (HLS)”. This non-language dependent scale aims at being a “quick and practical tool to assess legibility” in children facing handwriting difficulties.…”

Section: Related Workmentioning

confidence: 99%

Using Android Tablets to develop handwriting skills: A case study

Candeias

Reis

Escola

et al. 2019

Heliyon

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A system to support the teaching and learning of handwriting skills is proposed. It is composed of two components: the hardware component (e.g., Android Tablet); and the software component. The software component as two modules: the server and the client. A teacher chooses what exercises/games a child should do directly in the Android table or using the server, from the existing ones in the system. A child does the exercises/games by logging into the system in the Android Tablet. Automatic feedback about the correctness of the answers is provided by the system. Data (number of tries, time spent, etc.) are automatically grabbed and processed to be presented to the teachers and parents. Registered parents can see the results and follow their children' s “academic life”, by logging into the server side of the system. We found a significant improvement in the development of handwriting skills in the children throughout the academic year, and improvements were also more present when comparing children who had have contact with the system with children who did not have this contact. Educators, children, School Boards, City Town Hall and the Educational Community are unanimous in stating that the implementation of this system was a real success.

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“…Children with handwriting problems typically find it difficult to keep up with the volume of written work required during the elementary school years. Moreover, insufficient developmental progression in handwriting skills not only leads to the child learning difficulties but also increases the likelihood that the child will develop individual emotional behavioral problems, which can even affect social adaptation and development in adulthood and across the lifespan [2,8].…”

Section: Introductionmentioning

confidence: 99%

“…As a result of insufficient motor abilities, children will experience problems such as demonstrating a high level of variability in terms of characters, and they may use different stroke weights [14][15][16]. In the case of cognitive deficiency, problems such as adding/kneading/replacing letters, parts, or strokes may occur when spelling [8]. Therefore, we can also infer the development of other nerves and muscles by observing handwriting ability.…”

Section: Introductionmentioning

confidence: 99%

Reliability and validity of Handwriting Test for Preschool Children (HT-PRE): A new tool to assess the handwriting ability of preschool children aged 5–6 years old in Mainland China

Qin

Bei

et al. 2020

PLoS ONE

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Background Handwriting ability is related to many neuronal functions, such as visual-perceptual skills, orthographic coding, motor planning and execution, kinesthetic feedback and visual-motor coordination. To date, there is no specific assessment tool for to assess preschool children's handwriting ability in Mainland China. Our study aimed to develop a tool to assess the handwriting ability of children aged 5-6 years old in Mainland China and to analyze its reliability and validity. Methods The investigation comprised three phases: 1) original tool generation, 2) tool revision, 3) reliability analysis (i.e., interrater, test-retest) and validity analysis (i.e., content, criterion). Results The sample included a total of 482 children. The internal consistency (Cronbach alpha) was 0.74. The test-retest correlation coefficients ranged from 0.38 to 0.80. As expected, our data showed an improving trend in handwriting, and differences in respect to age and gender. When compared with the 'handwriting difficulty' group, each subtest score of children in the 'normal' group showed significant differences (p < 0.05). The correlation validity, compared with the visual-motor integration development test (VMI), was 0.17-0.52. Conclusion The Handwriting Test for Preschool Children (HT-PRE), which is a newly developed handwriting screening tool for preschool children aged 5-6 years old in Mainland China, has displayed a very good internal consistency, acceptable test-retest reproducibility, and good

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Development of the Handwriting Legibility Scale (HLS): A preliminary examination of Reliability and Validity

Abstract: The overall findings suggest that the HLS may be a useful tool to identify poor handwriting legibility, with application across different languages and writing scripts.

Cited by 54 publications

References 24 publications

Understanding handwriting difficulties: A comparison of children with and without motor impairment

Understanding handwriting difficulties: A comparison of children with and without motor impairment

Using Android Tablets to develop handwriting skills: A case study

Reliability and validity of Handwriting Test for Preschool Children (HT-PRE): A new tool to assess the handwriting ability of preschool children aged 5–6 years old in Mainland China

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