Impact of Fine Motor Skill Development App on Handwriting Performance in Children with Dysgraphia

John, Smitha; Renumol, V. G.

doi:10.1145/3284497.3284502

Cited by 16 publications

(17 citation statements)

References 27 publications

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“…Previous research has shown that writing performance can be improved if FMS [23,24] and visual-perceptive abilities are strengthened [25]. At different ages, and in relation to different schooling orders, these factors occur as predictors of writing performance.…”

Section: Relationship Between Fine Motor Skills Eye-hand Coordinatiomentioning

confidence: 97%

Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders: A Kinematic Pilot Study

Taverna

Tremolada

Tosetto³

et al. 2020

Children

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This pilot study presents the effects on acquisition of pre-writing skills of educational activities targeting visual-motor integration and fine motor skills on a convenient sample of first graders. After a 10-week intervention program, visual perceptual skills and fine motor control were tested on 13 six-year-old aged children. Participants completed the Beery-Buktenica VMI and the manual dexterity scale of the Movement ABC-2 at baseline (T1), after the intervention program (T2), and one month after the end of the educational activities (T3). Children’s writing pressure, frequency, and automaticity were measured using a digitizer during the administration of name writing test at T1, T2, and T3. The purpose of the study was to investigate changes in visual-perceptual abilities and fine motor skills after the intervention program and examine correlational effects on children’s kinematic writing performances. Findings reveal that educational activities impacted positively on children’s visual motor coordination component of writing improving VMI scores. No statistically significant difference was detected across the three time points on students’ manual dexterity skills. Measurement of writing kinematics allows to report and document variations in children’s writing during intervention. This pilot study discusses these findings and their implications for the field on early childhood acquisition of foundational skills for handwriting. It also proposes potential topics for future research on this field.

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Section: Relationship Between Fine Motor Skills Eye-hand Coordinatiomentioning

confidence: 97%

Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders: A Kinematic Pilot Study

Taverna

Tremolada

Tosetto³

et al. 2020

Children

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“…Namun penelitian lain menekankan adanya peran penting dari perkembangan teknologi terhadap keterampilan anak. Pelatihan berbasis iPad terbukti efektif bagi anak usia 5-10 tahun yang mengalami disgrafia (John & Renumol, 2018). Jika dipandang dari kedua penelitian tersebut tentulah penelitian tersebut merupakan kasus yang berbeda.…”

Section: Bagan 3 Implementation Of Systematic Reviewunclassified

Keterampilan Penting Sebelum Anak Siap Menulis

Andika

Utami

Sumarni

et al. 2022

J. Obs. J. Pendidik. Anak Usia Dini

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Adanya kesenjangan antara orang tua yang menginginkan anaknya segera terampil menulis dan fakta bahwa anak memerlukan kesiapan fisik yang matang dalam menulis. Kesenjangan tersebut menimbulkan pertanyaan apa saja keterampilan yang penting distimulasi sebelum anak siap menulis. Tujuan penelitian ini mengkaji literatur hasil penelitian tentang keterampilan sebelum anak siap menulis. Metode penelitian adalah studi literatur dari sumber primer. Hasil kajian literatur menyatakan terdapat: kekuatan otot inti, menyilangkan garis tengah, menggenggam pensil dengan benar, koordinasi mata-tangan, integrasi bilateral, kekuatan tubuh bagian atas, manipulasi objek, persepsi visual, dominasi tangan visual. Kebaharuan penelitian ini mengkaji informasi tentang sembilan keterampilan yang harus distimulasi sebelum anak siap menulis dari 45 hasil penelitian terbaru. Dampaknya guru dapat memfokuskan pengembangan keterampilan tersebut secara optimal sehingga anak tidak mudah letih saat menulis dan anak dapat menggunakan keterampilan pada aktivitas lebih kompleks. Simpulan pentingnya stimulasi keterampilan tersebut sebagai indikator kesiapan menulis anak.

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“…The use of technology (including iPad applications) can improve handwriting legibility and speed (John and Renumol, 2018 ), as well as other visuomotor skills, in even very young children (Dessoye et al, 2017 ; Axford et al, 2018 ; Butler et al, 2019 ). Technology may be beneficial beyond traditional intervention approaches within occupational therapy, such as an emphasis on repetitive or multimodal practice (Zachry et al, 2020 ).…”

Section: What Clinicians Need To Know About the Interfacementioning

confidence: 99%

The Interface Between Reading and Handwriting

Fitzgibbons

2022

Front. Psychol.

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Impact of Fine Motor Skill Development App on Handwriting Performance in Children with Dysgraphia

Cited by 16 publications

References 27 publications

Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders: A Kinematic Pilot Study

Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders: A Kinematic Pilot Study

Keterampilan Penting Sebelum Anak Siap Menulis

The Interface Between Reading and Handwriting

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