Handwriting speed: duration of testing period and relation to socio‐economic disadvantage and handedness

O'Mahony, Paul; Dempsey, Mairead; Killeen, Hazel

doi:10.1002/oti.255

Cited by 30 publications

(21 citation statements)

References 25 publications

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“…Writing at speed is also important for time-limited tasks such as examinations O'Mahony, Dempsey, & Killeen, 2008). Although writing at speed is not intrinsically important for some tasks (e.g., writing birthday cards), slow writing speed reduces a person's efficiency and productivity (Burger & McCluskey, 2011).…”

Section: Handwriting Assessments: Speedmentioning

confidence: 99%

Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Simpson

McCluskey

Lannin

et al. 2015

Disability and Rehabilitation

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facilities, health-related websites and in a seniors' newspaper. Eligibility criteria included having sustained a stroke at least three months previously, having self-reported difficulties with, and goals related to, handwriting, being able to hold a pen, and having sufficient cognitive and communication skills to complete a daily home program.A four-week, home-based handwriting training program was delivered by an occupational therapist. The intervention applied principles of task-specific motor training, involving intensive practice of meaningful handwriting tasks related to participant goals. Whole handwriting tasks were practised, as well as problematic handwriting task components. An occupational therapist provided supervised practice and coaching, giving feedback on task performance and using shaping to achieve the right level of challenge. Two 1-hour therapy sessions were provided per week. Another three hours per week of independent, unsupervised practice was prescribed to increase practice intensity. Participants were taught cognitive strategies to analyse their handwriting performance and problem-solve ways to improve specific handwriting features.Handwriting performance was measured at baseline, after the training program (at four weeks) and four weeks later. The primary outcome measure was the modified Evaluation Tool of Children's Handwriting-Words (mETCH-W), a subtest of the Handwriting Assessment Battery (HAB). Secondary outcome measures included other subtests of the HAB, the modified Four Point Scale, and the modified Disability of the Arm, Shoulder and Hand (DASH) Scale. Legibility was scored by a blinded rater.Feasibility of recruitment, intervention and outcome measures was evaluated using descriptive statistics, including means, standard deviations and proportions. Utility of the outcome measures was also evaluated by comparing participant score at baseline, postintervention and follow-up. Mean or median change scores were then calculated between these three time points and reported with a 95% confidence interval or interquartile range.Results: Seven adults with stroke were recruited over 18 months (eligibility fraction 43% of those screened, and enrolment fraction 78% of those eligible). There were no dropouts. Mean time post stroke was 2.6 years (range: 3 months to 7 years). Mean age was 71 years (range: 50 to 87 years). Mean disability measured using the Modified Rankin Scale was 2.3 (range 1 to 4). Although recruitment was slow, the intervention was feasible. Participants completed a mean of 7.9 hours of occupational therapy supervised handwriting practice (range: 7.6 to 8.3 hours) and 10 hours of independent practice (range: 6 to 14 hours). Participants were able to

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Section: Handwriting Assessments: Speedmentioning

confidence: 99%

Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Simpson

McCluskey

Lannin

et al. 2015

Disability and Rehabilitation

View full text Add to dashboard Cite

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“…Horiek guztiek ingelesez idatzitako testuen letra-abiadura normatiboak ematen dituzte, herrialdeen arabera. Letra kopurua handitu egiten dela ikusi da oro har, denborarekin, adinarekin eta/edo eskolatzearekin (Berninger & Fuller, 1992;Graham et al, 1998;O'Mahony, Dempsey & Killeen, 2008;Barnett et al 2009;Mackenzie, Scull & Munsie, 2013). Egile horiek ikusi dutenez, haurrek zenbat eta gehiago konposatzen duten, orduan eta ohikoago edo automatikoago bihurtzen da esku-idazketa, eta ondorioa letraren abiaduraren handitzea izaten da.…”

Section: Letra Ulergarriak Egitea Eta Letra Azkarrak Egitea Eskolatzeanunclassified

“…Geldialdiak, aldiz, Lehen Hezkuntzako 4. eta 5. maila bitartean ikusi dituzte. Bestalde, ikasmailaz ikasmaila letren abiaduran handitzeak ikusi dituzten arren, egia da, baita ere, ikasmaila bakoitzean ikasle batetik bestera aldakortasun handiak egon ohi direla O'Mahony et al, 2008;Mackenzie et al, 2013). Generoaren arabera desberdintasun esanguratsuak ikusi dira abiaduran eta kontuan hartu beharreko faktorea dela diote Rosenblum et al-ek (2003).…”

Section: Letra Ulergarriak Egitea Eta Letra Azkarrak Egitea Eskolatzeanunclassified

“…Bestetik, idatziz egiten diren zeregin horietako hainbatek denbora-mugak dituzte eta garrantzitsua da denbora-muga horietan erantzun ahal izatea (Amundson & Weil, 1996). Gainera, abiadura txikiak zehaztuta egotea funtsezkoa da azterketei begira, izan ere, ikasleek ez badute gutxi gorabehera adinekoen abiadura, desabantailan egongo dira azterketetan eta azterketa horien emaitzek ikasleek benetan dituzten gaitasunak gutxiestera eraman ditzake irakasleak (O'Mahony et al, 2008). Erresuma Batuan, adibidez, azterketa ofizialetan, aukera-berdintasuna bermatzeko, Joint Council for Qualifications-ek (2015) baliabideak jartzen dizkiete idazketazailtasunak identifikatuta dituzten ikasleei; baliabide horiek eskriba bat, denbora gehigarria eta/edo ordenagailua erabiltzeko aukera izatea dira.…”

Section: Zertarako Identifikatu Letra-abiadurak?unclassified

“…Emaitza hori nazioartean aurkiturikoaren ildo berean doa (Berninger & Fuller, 1992;Graham et al, 1998;O'Mahony et al, 2008;Barnett et al 2009;Mackenzie et al, 2013). Gainera, letra kopurua askoz gehiago handitu da 2. mailatik 4. mailara (bikoitza baino gehiago), 4. mailatik 6. mailara baino.…”

Section: Konklusioakunclassified

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Letren abiadura Lehen Hezkuntzan: euskarazko batezbestekoak ikasmailaren eta generoaren arabera

Lizundia

Alkalde

Murgiondo

2017

Gogoa

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Eskuz idazterakoan komunikazio eraginkorra lortu nahi bada, idazten denak, irakurgarria izateaz gain, abiadura on batekin idatzia egon behar du (Barnett, Henderson, Scheib & Schulz, 2009). Urte askotan klasikoa izan da letren irakurgarritasuna ebaluatzea eta azkenaldian letraren abiadura ebaluatzen duten testak garatu dira, besteak beste, HST testa Australian (Wallen, Bonney & Lennox, 1996), PAL-II testa Estatu Batuetan (Berninger, 2007) eta DASH testa Erresuma Batuan (Barnett, Henderson, Scheib & Schulz, 2007). Letraren abiadura neurtzea sinplea da eta haren eraginak garrantzitsuak dira eskolatzean: zeregin asko dago idatziz egiteko, apunteak hartu behar dira eta denbora-mugetan erantzun behar da. Gainera, neurogarapeneko idazketaren ikuspuntuaren baitan eginiko ikerketetan, letraren abiadurak testu-sorkuntzaren kantitatea eta kalitatea baldintzatzen du 16 urtera arte (Berninger & Swanson, 1994; Berninger & Graham, 1998). Bestalde, jakina da idazten den letra-jarioa haziz doala ikasmailaz ikasmaila, gutxienez DBHko 2. mailaraino eta, nazioartean ikusi denaren arabera, hazten doan letra kopuru horretan genero-desberdintasunak daude: mutilen puntuazioak esanguratsuki baxuagoak dira.Artikulu honetan, lehenik, letren irakurgarritasunaren eta abiaduraren konstruktuak azalduko dira; bigarrenik, letra-abiadurak identifikatzeak duen garrantziaz jardungo gara eta, azkenik, Euskal Autonomia Erkidegoko (EAE) Lehen Hezkuntzako haurren letren abiadura-batezbestekoak agertuko dira, ikasmailaren eta generoaren arabera.

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Exploring structural learning in handwriting

et al. 2010

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Structural learning suggests that the human nervous system learns general rules that can be applied when controlling actions involving similar structures (e.g. using a variety of bicycles when learning to ride). These general rules can then facilitate skill acquisition in novel but related situations (e.g. a new bicycle). We tested this concept by investigating whether learned asymmetries in handwriting (greater ease in moving the hand rightwards and downwards within Western-educated populations) are present in the non-preferred hand as predicted by structural learning. We found these asymmetries in both hands of a right-handed population when tracing abstract shapes. We then ruled out biomechanical explanations by finding the same results with a left-handed population. These findings provide support for structural learning and explain: (1) the rapidity with which individuals can learn to write with their non-preferred hand; (2) the presence of a higher abstract (effector independent) level within voluntary motor control organisation.

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Handwriting speed: duration of testing period and relation to socio‐economic disadvantage and handedness

Abstract: In the course of norm-referencing the Handwriting Speed Test (HST)for 8-to 18-year-olds

Cited by 30 publications

References 25 publications

Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Letren abiadura Lehen Hezkuntzan: euskarazko batezbestekoak ikasmailaren eta generoaren arabera

Exploring structural learning in handwriting

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