The DOI matches its Crossref record; 33 of the 33 references it cites were found in a registry or an index.
Handwriting Difficulties in Primary School Children: A Search for Underlying Mechanisms
Abstract
OBJECTIVE. This study investigated the contribution of perceptual-motor dysfunction and cognitive planning problems to the quality or speed of handwriting in children with handwriting problems (HWP). METHOD. Twenty-nine children with HWP and 20 classroom peers attending regular schools (grade 2 and grade 3) were tested with regard to visual perception, visual-motor integration, fine motor coordination, and cognitive planning abilities. RESULTS. The HWP group scored significantly lower on visual perception, visual-motor integration, fine motor coordination, and cognitive planning in comparison with classroom controls. Regression analyses showed that visual-motor integration was the only significant predictor for quality of handwriting in the HWP group, whereas fine motor coordination (i.e., unimanual dexterity) was the only significant predictor of quality of handwriting in the control group. CONCLUSIONS. Results suggest that two different mechanisms underlie the quality of handwriting in children with and without handwriting problems. Poor quality of handwriting of children with HWP seems particularly related to a deficiency in visual-motor integration.
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“The TMT-B measures the cognitive ability to shift between different kinds of tasks and, therefore, reflects not only cognitive planning, but also cognitive flexibility in particular (Arbuthnott & Frank, 2000).”
Halstead-Reitan Neuropsychological Test Battery
(2012) · SpringerReference · doi:10.1007/springerreference_180120 · Cited by 749
The role of self-regulation and transcription skills in writing and writing development
Graham, S., & R. Harris, K. (2000) · Educational Psychologist · doi:10.1207/s15326985ep3501_2 · Cited by 671
Handwriting: Issues for a psychomotor theory
van Galen, G. P. (1991) · Human Movement Science · doi:10.1016/0167-9457(91)90003-g · Cited by 503
Abbott, R. D., & Berninger, V. W. (1993) · Journal of Educational Psychology · doi:10.1037//0022-0663.85.3.478 · Cited by 455
Knowledge, Processing, and Working Memory: Implications for a Theory of Writing
McCutchen, D. (2000) · Educational Psychologist · doi:10.1207/s15326985ep3501_3 · Cited by 426
Role of mechanics in composing of elementary school students: A new methodological approach.
Graham, S., Berninger, V. W., Abbott, R. D., Abbott, S. P., & Whitaker, D. (1997) · Journal of Educational Psychology · doi:10.1037//0022-0663.89.1.170 · Cited by 416
McHale, K., & Cermak, S. A. (1992) · The American Journal of Occupational Therapy · doi:10.5014/ajot.46.10.898 · Cited by 415
A review of handwriting research: Progress and prospects from 1980 to 1994
Graham, S., & Weintraub, N. (1996) · Educational Psychology Review · doi:10.1007/bf01761831 · Cited by 385
Fine motor deficiencies in children diagnosed as DCD based on poor grapho-motor ability
Smits-Engelsman, B. C. M., Niemeijer, A. S., & van Galen, G. P. (2001) · Human Movement Science · doi:10.1016/s0167-9457(01)00033-1 · Cited by 322
Cited by
Assessing Dexterity Function: A Comparison of Two Alternatives for the NIH Toolbox
Wang, Y.-C., Magasi, S. R., Bohannon, R. W., Reuben, D. B., McCreath, H. E., Bubela, D. J., Gershon, R. C., & Rymer, W. Z. (2011) · Journal of Hand Therapy · doi:10.1016/j.jht.2011.05.001 · Cited by 210
Where Does Handwriting Fit In?: Strategies to Support Academic Achievement
Cahill, S. M. (2009) · Intervention in School and Clinic · doi:10.1177/1053451208328826 · Cited by 81
Metadata
- Authors
- Volman, M. J. M., van Schendel, B. M., & Jongmans, M. J.
- Venue
- The American Journal of Occupational Therapy
- Publisher
- AOTA Press
- Published
- 2006-07-01
- Volume
- 60
- Issue
- 4
- Pages
- 451-460
- ISSN
- 0272-9490 (ISSN-L)
- 1943-7676
- OpenAlex
- W2099259675
- Cited by
- 286
- References
- 33
- FWCI
- 27.65
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
