Handwriting Error Patterns of Children with Mild Motor Difficulties

Malloy-Miller, Theresa; Polatajko, Helene J.; Anstett, Bev

doi:10.1177/000841749506200505

Cited by 43 publications

(23 citation statements)

References 15 publications

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“…Most of the studies on handwriting measured only visual-motor integration with the test VMI of Beery (Daly et al, 2003;Malloy-Miller et al, 1995;Marr et al, 2001;Weil & Amundson Cunningham, 1994). As we have shown, eye-hand coordination associated with visual-motor integration is a predictor of the quality of handwriting.…”

Section: Limitations and Conclusionmentioning

confidence: 55%

“…For the dysgraphic group, this relationship was not significant (r = -.02). For the clumsy children, the correlation was significant (r = 40; p < .05) and in the study by Malloy-Miller, Polatajko, Ansett (1995) who administered the VMI and the Handwriting Evaluation Scale (Malloy-Miller, 1985) to children with mild motor difficulties (r = .37; p < .05). Volman, van Schendel, and Jongmans (2006) (Amundson, 1995) and the VMI.…”

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confidence: 86%

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Relationship Between Visual-Motor Integration, Eye-Hand Coordination, and Quality of Handwriting

Kaiser

Albaret

Doudin

2009

Journal of Occupational Therapy, Schools, & Early Intervent

102

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Section: Limitations and Conclusionmentioning

confidence: 55%

mentioning

confidence: 86%

Relationship Between Visual-Motor Integration, Eye-Hand Coordination, and Quality of Handwriting

Kaiser

Albaret

Doudin

2009

Journal of Occupational Therapy, Schools, & Early Intervent

102

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“…One study found a significant association between poor tactile awareness and a handwriting execution/coordination error pattern in children with mild motor impairment. 41 Similarly, children in grade one (ages 6-7y) born preterm demonstrated decreased sensory awareness of individual fingers and lower handwriting legibility scores compared with term peers. 42 A study of low productivity in 26 school-aged children found half showed evidence of finger agnosia, identified in tasks involving imitative finger movement/differentiation.…”

Section: Handwriting Performance Componentsmentioning

confidence: 96%

Handwriting development, competency, and intervention

Feder

Majnemer

2007

Develop Med Child Neuro

616

482

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Failure to attain handwriting competency during the schoolage years often has far-reaching negative effects on both academic success and self-esteem. This complex occupational task has many underlying component skills that may interfere with handwriting performance. Fine motor control, bilateral and visual-motor integration, motor planning, inhand manipulation, proprioception, visual perception, sustained attention, and sensory awareness of the fingers are some of the component skills identified. Poor handwriting may be related to intrinsic factors, which refer to the child's actual handwriting capabilities, or extrinsic factors which are related to environmental or biomechanical components, or both. It is important that handwriting performance be evaluated using a valid, reliable, standardized tool combined with informal classroom observation and teacher consultation. Studies of handwriting remediation suggest that intervention is effective. There is evidence to indicate that handwriting difficulties do not resolve without intervention and affect between 10 and 30% of school-aged children. Despite the widespread use of computers, legible handwriting remains an important life skill that deserves greater attention from educators and health practitioners. 'People present themselves to the world through their handwriting and are inevitably judged by it. From our earliest school days, success and failure are often measured in terms of neat handwriting.' 1 Why is handwriting important?The development of writing ability is not only important in building a child's self-esteem, but is considered an essential ingredient for success in school. 1,2 Children spend 31 to 60% of their school day performing handwriting and other fine motor tasks, 3 and difficulty in this area can interfere with academic achievement. Illegible handwriting can create a barrier to accomplishing other higher-order skills such as spelling and story composition. 4 Despite the use of computers, handwriting remains an important developmental skill for a child to master. 1 In our society, handwriting is both a means of communication and a necessary life skill, as in writing a letter or telephone message, completing an application form, or writing a cheque. Handwriting 'is still the most immediate form of graphic communication'. 1

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“…Handwriting problems in children affect them negatively with respect to both their academic performance [13] and their motivation and self-esteem [28]. The development of young children's writing ability is not only considered an essential criterion for success in school [32,35] but also a critical skill that will impact all of us throughout adulthood [15].…”

Section: Introductionmentioning

confidence: 99%

Classification of Children's Handwriting Errors for the Design of an Educational Co-writer Robotic Peer

Chandra

Dillenbourg

Paiva³

2017

Proceedings of the 2017 Conference on Interaction Design and Children

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In this paper, we propose a taxonomy of handwriting errors exhibited by children as a way to build adequate strategies for integration with a co-writing peer. The exploration includes the collection of letters written by children in an initial study, which were then revised in a second study. The second study also analyses the "peer-learning" (PL) and "peertutoring" (PT) learning methods in an educational scenario, where a pair of children perform a collaborative writing activity in the presence of a robot facilitator. The data obtained in the first two studies allowed us to create a "taxonomy of handwriting errors". A set of writing errors were selected and implemented in an educational activity for validation. This activity constituted a third study, wherein we systematically induced the errors into a Nao robot's handwriting using the PT method -A teacher-child corrects the handwriting errors of the learner-robot. The preliminary results suggest that the children in general showed awareness to the writing errors and were able to perceive the writing abilities of the robot.

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Handwriting Error Patterns of Children with Mild Motor Difficulties

Cited by 43 publications

References 15 publications

Relationship Between Visual-Motor Integration, Eye-Hand Coordination, and Quality of Handwriting

Relationship Between Visual-Motor Integration, Eye-Hand Coordination, and Quality of Handwriting

Handwriting development, competency, and intervention

Classification of Children's Handwriting Errors for the Design of an Educational Co-writer Robotic Peer

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