Relevant bibliographies by topics / Development of handwriting

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  1. Journal articles
  2. Dissertations / Theses
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  5. Conference papers

Academic literature on the topic 'Development of handwriting'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Development of handwriting"

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As'ari, As'ari. "HANDWRITING DEVELOPMENT." ALQALAM 19, no. 95 (December 27, 2002): 115. http://dx.doi.org/10.32678/alqalam.v19i95.465.

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Language is, and since its invention or discovery has always been, the most important means man ever devised It is the mean more than any other with which he makes his living, he makes his home and he makes his life. As man becomes more and more social beings, as the world becomes more and more social community, and communication even grows more imperative. Language is the basic communication. Language is the instruments with which we think, and thinking is the rarest and the most needed commodity in the world. Language, however, can be separated from the facets of communications (listening, writing, reading and speaking). Yet, the focus of this scientific of study will be on the writing (handwriting) in college. The scientific study of writing (handwriting) begins with discussing the nature of the students in these grades. Writer will then describe the instructional emphases, instructional strategies, problems, and assessments measure associated with providing an isolated space (time) to practice the writing competency in these grades.Key Words: Handwriting, Instructional, Strategies, Composition.
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Karlsdottir, Ragnheidur. "Development of Cursive Handwriting." Perceptual and Motor Skills 82, no. 2 (April 1996): 659–73. http://dx.doi.org/10.2466/pms.1996.82.2.659.

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The efficiency of two different instructional methods for improving the growth of handwriting quality in the upper grades of primary school was investigated in field experiments using a control-group design. No improvement in mean quality was found for a group of 38 children using a method based on copying exercises. A substantial improvement in mean quality, corresponding to about 1.4 SD, was found for 23 children using a method based on reintroduction of the letter forms explaining each form visually and verbally. It was concluded that the bottleneck in the development of handwriting quality in primary school is a mismatch between the instructional methods used and the perceptual ability of the children.
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Fears, Nicholas E., and Jeffrey J. Lockman. "Using Head-Mounted Eye-Tracking to Study Handwriting Development." Journal of Motor Learning and Development 8, no. 1 (April 1, 2020): 215–31. http://dx.doi.org/10.1123/jmld.2018-0057.

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Even with the increasing use of technology in the classroom, handwriting remains a developmental foundation of education. When children fail to learn to write efficiently, they encounter cascading difficulties in using writing to communicate and learn content. Traditionally, the development of handwriting has been studied via neuropsychological testing or the moment-to-moment kinematics of pen movements. By measuring children’s handwriting with neuropsychological testing, investigators have determined that children’s visual-motor integration abilities predict children’s handwriting. Further, by measuring children’s pen movements while writing, investigators have determined that children’s handwriting becomes more fluent as they become skilled writers. Both of these literatures have advanced our understanding of handwriting substantially, but fall short of providing a full account of handwriting development. Here, we offer a perception–action account of handwriting development by describing how eye and hand movements become integrated during early writing. We describe how head-mounted eye-tracking technology can be used to measure children’s eye movements as they write in real-time. We illustrate this approach with findings from research on letter, form, and word copying in school-entry age children. We conclude by discussing how a perception–action approach can be extended for use with atypical populations.
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Зарубенко, Олексій Олексійович. "Algorithm analysis development of handwriting." Technology audit and production reserves 6, no. 4(20) (December 23, 2014): 28. http://dx.doi.org/10.15587/2312-8372.2014.31877.

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Feder, Katya P., and Annette Majnemer. "Handwriting development, competency, and intervention." Developmental Medicine & Child Neurology 49, no. 4 (April 2007): 312–17. http://dx.doi.org/10.1111/j.1469-8749.2007.00312.x.

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Skubisz-Ślusarczyk, Sylwia. "“The feature, or — perhaps — the features” of handwriting development level in handwriting identification analysis." Nowa Kodyfikacja Prawa Karnego 47 (August 3, 2018): 105–14. http://dx.doi.org/10.19195/2084-5065.47.8.

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As the handwriting process is a multistage action, we start learning it in pre-school and complete it during the graphic maturity period. We begin with expressing our thoughts and emotions by means of images, to proceed with imitating parts of the writing signs, and in the next stage — their complete patterns. While learning how to write, we try to precisely reproduce a presented model. At this stage, the graphism demonstrates no individual features. Individualised handwriting occurs only after the writing activity has become automated. It is only then that the writer does not produce the letters or letter groups in the same manner.The factors which affect letter shaping, expressed in handwriting features, have a respective impact on the value and quality of the written record. The handwriting features can be numbered among so-called communication features. Since they are defined by means of description, the vast majority of handwriting features belong to low-specificity features. This also refers to handwriting development — a feature presented without a comprehensive and unambiguous classification.
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Srihari, Sargur N., Lu Meng, and Lisa Hanson. "Development of Individuality in Children's Handwriting." Journal of Forensic Sciences 61, no. 5 (July 19, 2016): 1292–300. http://dx.doi.org/10.1111/1556-4029.13158.

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James, Karin H. "The Importance of Handwriting Experience on the Development of the Literate Brain." Current Directions in Psychological Science 26, no. 6 (November 8, 2017): 502–8. http://dx.doi.org/10.1177/0963721417709821.

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Handwriting experience can have significant effects on the ability of young children to recognize letters. Why handwriting has this facilitative effect and how this is accomplished were explored in a series of studies using overt behavioral measures and functional neuroimaging of the brain in 4- to 5-year-old children. My colleagues and I showed that early handwriting practice affects visual symbol recognition because it results in the production of variable visual forms that aid in symbol understanding. Further, the mechanisms that support this understanding lay in the communication between visual and motor systems in the brain: Handwriting serves to link visual processing with motor experience, facilitating subsequent letter recognition skills. These results are interpreted in the larger context of the facilitatory effect that learning through action has on perceptual capabilities.
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Karlsdottir, Ragnheidur. "Print‐script as Initial Handwriting Style I: effects on the development of handwriting." Scandinavian Journal of Educational Research 40, no. 2 (June 1996): 161–74. http://dx.doi.org/10.1080/0031383960400204.

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Khomyakov, E. G. "CURRENT STATE OF AFFAIRS IN THE DOMESTIC FORENSIC RESEARCH OF HANDWRITING." Bulletin of Udmurt University. Series Economics and Law 30, no. 4 (August 13, 2020): 597–604. http://dx.doi.org/10.35634/2412-9593-2020-30-4-597-604.

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The article provides a summary review of individual scientific works, the authors of which consider the issues of formation and development of judicial handwriting in the USSR and the Russian Federation, note the individual stages of this development and offer various characteristics of the current stage, which is the domestic judicial handwriting. Based on the analysis of these works, the author offers his own point of view about the stages (periods) of development of judicial handwriting in Russia, individual problems that occur in this branch of forensic expertise, and ways to resolve them. The idea of revising the theoretical foundations of judicial handwriting is proposed. According to the author, a handwriting object should be considered as a physical and mathematical model that describes this object in dynamics - in the process of its execution. There is also a need to assess the scientific and reliability of the qualitative and descriptive method used in forensic handwriting expertise.
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Dissertations / Theses on the topic "Development of handwriting"

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Feder, Katya Polena. "Handwriting performance in preterm survivors compared to peers." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85068.

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There are increasing numbers of preterm children of very low and extremely low birth weights surviving due to advances in neonatal care. The majority of these children attend mainstream classrooms and perform in the low average range on cognitive measures compared to peers. However, outcome studies document a range of subtle, clinically important impairments in their motor, visual-motor and visual perceptual performance compared to peers. The impact of these impairments on a complex, occupational task such as handwriting performance has never been investigated in the preterm population using an objective measure, except through parent or teacher questionnaires.
The primary objective of this doctoral thesis was to characterize and compare handwriting performance in preterm children (birth weight of ≤1250 grams) attending Grade One, to typically developing peers matched by age, gender and classroom. Standardized outcome measures were used to examine handwriting performance, sensorimotor component skills and psychosocial factors. Preterm survivors demonstrated significantly lower handwriting legibility and slower speed scores compared to matched peers. Visual perception and motor accuracy were identified as predictors of legibility; and in-hand manipulation (translation) and finger identification were associated with handwriting speed in preterm children. However, in typically developing children, legibility was associated with upper extremity steadiness, visual motor control and in-hand manipulation (rotation); and speed was associated with in-hand manipulation (translation) and upper limb speed and dexterity. These findings have important implications for clinical practice in guiding both evaluation approaches and intervention strategies. Clearly, preterm survivors are at high risk for developing handwriting difficulties at school-age. Increasing awareness may help with early identification and intervention with a view towards minimizing the negative effects on self-esteem and academic achievement often documented in children with handwriting difficulty.
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Dunsmuir, Sandra Murray. "The development of writing in four to seven year-old children : a longitudinal study." Thesis, Open University, 2000. http://oro.open.ac.uk/58026/.

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This longitudinal study investigates the factors at home and school that influence children's attainment and progress in writing at Key Stage 1. Sixty children between the ages of four and seven years in four Reading primaiy schools were tracked and data was collected in the term before they started school, at school entry, on a termly basis once in school and at the end of Key Stage 1. Semi-structured interviews, questionnaires, observation schedules, checklists and standardised assessments were used. Associations between measures and continuity over time were assessed using multiple regression analysis. Pre-school independent variables that were found to be significantly associated with writing proficiency at school entry included mother's educational level, family size, parental assessment of writing and a measure of home writing. Child characteristics, skills and competencies were measured at school entry and those found to be significantly associated with writing at outcome included season of birth, WPPSI-R vocabulary score, pre-reading skills and proficiency in writing their own name. The only pre-school variable that maintained its significant relationship to writing at outcome was home writing. Teacher assessments of pupil attitudes to writing were consistently found to be significantly associated with writing at outcome. Data from the termly writing samples indicated that only the handwriting assessment predicted general writing ability at seven years of age. Eight pupils were observed writing at two points in time and the records are discussed in terms of processes and products. Issues such as quality and quantity of writing generated are considered in relation to the development of component skills (e.g. handwriting, spelling, vocabulary), within the context of the curriculum and role of the teacher. The results confirm the complexity of learning to write for children at Key Stage I and developmental considerations are discussed in relation to policy and practice issues.
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Lenaghan, Andrew. "The significance of models of vision for the development of artificial handwriting recognition systems." Thesis, Kingston University, 2001. http://eprints.kingston.ac.uk/7734/.

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Artificial Handwriting Recognition (AHR) systems are currently developed in a largely ad hoc fashion. The central premise of this work is the need to return to first principles and identify an underlying rationale for the representations used in handwriting recognition. An interdisciplinary approach is advocated that combines the perspectives of cognitive science and pattern recognition engineering. Existing surveys of handwriting recognition are reviewed and an information-space analogy is presented to model how features encode evidence. Handwriting recognition is treated as an example of a simple visual task that uses a limited set of our visual abilities based on the observations that i) biological systems provide an example of a successful handwriting recognition system, and ii) vision is a prerequisite of recognition. A set of six feature types for which there is empirical evidence of their detection in early visual rocessing is identified and a layered framework for handwriting recognition is proposed that unifies the perspectives of cognitive science and engineering. The outer layers of the framework relate to the capture of raw sensory data and feature extraction. The inner layers concern the derivation and comparison of structural descriptions of handwriting. The implementation of an online AHR system developed in the context of the framework is reported. The implementation uses a fuzzy graph-based approach is used to represent structural descriptions of characters. Simple directed graphs for characters are compared by searching for subgraph isomorphisms between input characters and know prototypes. Trials are reported for a test set of 1000 digits drawn from 100 different subjects using a KNearest Neighbour approach (KNN) approach to classification. For K=3, the mean recognition accuracy is 68.3% and for K=5 it is 70.7%. Linear features were found to be the most significant. The work concludes that the current understanding of visual cognition is incomplete but does provide a basis for the development of artificial handwriting recognition systems although their performance is currently less than that of existing engineered systems.
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Panos, Kristin Monroe. "Effects of intervention on handwriting accuracy and speed for elementary students with autism spectrum disorder." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6827.

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Elementary students who demonstrate accuracy and speed in handwriting are better equipped to generate higher quality, longer composition. Unfortunately, students with autism spectrum disorder (ASD) tend to encounter significant difficulties with legibility, size, and speed of handwriting. The present study used a single-subject, multiple-baseline design across participants to examine the effects of CASL (Center for Advancing Student Learning) Handwriting intervention on handwriting accuracy and speed for three early elementary students with ASD. The dependent variable was correct letter points (CLP) and error letter points (ELP) as measured on a 90-s sentence copy probe. The intervention was delivered over eighteen, 20-min sessions which included alphabetic knowledge activities, explicit instruction in handwriting, and timed practice with goal-setting, praise, performance feedback, and self-graphing. After starting intervention, all students showed immediate increases in overall handwriting accuracy. Throughout intervention, handwriting accuracy continued to improve for each student, and handwriting speed increased for 2 of 3 students. However, the observed gains fell short of high levels of accuracy needed to achieve fluency as a learning outcome. Results extend prior research on handwriting intervention for students with ASD, the CASL Handwriting Program, behavioral fluency theory, the Instructional Hierarchy, explicit instruction, and timed practice.
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Evans, Christina Lorraine. "Does the use of educational technology and multi-modal learning experiences assist children in the development of early letter formation and handwriting skills, especially those with cross lateral preference?" Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/58614/.

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Objective: This study investigated the prevalence of cross lateral preference (CLP) amongst young children. This study also explored whether the use of educational technology and the use of specific software can assist young children in the development of early letter and number formation, especially those identified as displaying CLP. Method: The study included fifty children aged 4-5 years, divided into two groups; the experimental group and the control group. The lateral preferences of hand, foot, eye and ear of both groups were assessed through the use of individual performance based assessments. The experimental group had daily access to the software on an interactive table for a period of eight weeks whilst the control group had no access to the software. Results: The prevalence of CLP amongst fifty 4-5 year olds was found to be 100% when all four indices of hand, foot, eye and ear were considered. The results from the univariate ANOVA analysis showed a statistically significant result for the experimental group only in respect of letter formation. No statistical evidence was found to suggest a relationship exists between attainment and CLP. Conclusions: The prevalence of CLP amongst fifty 4-5 year olds is much higher than previously reported, especially when the four indices of hand, foot, eye and ear are considered. The use of the specific software on the interactive table was successful in assisting young children with early letter formation.
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Backes, Fabieli Thaís. "LEITURA E ESCRITA DE CRIANÇAS COM DESVIO FONOLÓGICO E DE CRIANÇAS COM DESENVOLVIMENTO FONOLÓGICO TÍPICO." Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/6564.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Some skills identified as predictive of the good performance in reading and writing are impaired in children with phonological disorders. Then, this work aims to analyze and compare the performance in reading and writing among children with phonological disorders and children with typical phonological development. Besides, it aims to characterize and differentiate the reading and the writing of both groups of children and verify how the repair strategies, presented in the speech of children with phonological disorders, are reproduced in the mentioned abilities. The data collection was carried out from assessments of reading and writing of isolated words, assessment of reading comprehension and text production. The sample consisted of fifty children, five with phonological disorders - study group - and forty five with typical phonological development - control group. It was applied a descriptive and an inferential statistics to the data. So, it observed a statistically significant difference in relation to the average of the percentage of success in reading and writing of isolated words when comparing the groups. The kind of errors made in reading and writing by the two groups were similar, however, the average of occurrence of these errors was higher in the group of children with phonological disorders, with a statistically significant difference for some errors. In reading comprehension, it was found no difference between the groups, but, in relation to the textual production differences were verified. Finally, for the repair strategies presented in the speech of children with phonological disorders, it was found that in reading the majority was reproduced with a different strategy from that one used in speech, while a minority was produced correctly. However, in terms of writing, the majority was reproduced correctly. Therefore, we conclude that children with phonological disorder showed lower performance in reading and writing of isolated words, as well as in textual production, when compared to children with typical phonological development. It was also noticed some similarities between the groups regarding the kinds of errors in reading and writing of words, however, the average of errors occurrence errors was higher in the group of children with phonological disorders. And, for the repair strategies presented in the speech of children with phonological disorders, it was found that they are not always reproduced in reading and writing.
Algumas habilidades identificadas como preditivas do bom desempenho em leitura e escrita podem encontrar-se prejudicadas nas crianças que apresentam desvio fonológico. Dessa forma, este trabalho objetiva analisar e comparar o desempenho em leitura e escrita entre crianças com desvio fonológico e crianças com desenvolvimento fonológico típico. Além disso, busca caracterizar e diferenciar a leitura e a escrita dos dois grupos de crianças e verificar como as estratégias de reparo, presentes na fala das crianças com desvio fonológico, são reproduzidas nas habilidades em questão. O levantamento de dados foi realizado a partir de avaliação da leitura e escrita de palavras isoladas, de avaliação da compreensão de texto e de produção textual. Para isso, fizeram parte da amostra 50 crianças frequentando o segundo ano do ensino fundamental, sendo cinco com desvio fonológico grupo estudo e 45 com desenvolvimento fonológico típico grupo controle. Aos dados aplicou-se estatística descritiva e inferencial. Assim, pode-se constatar diferença estatisticamente significante em relação à média do percentual de acertos na leitura e escrita de palavras isoladas quando comparados os grupos. Os tipos de erros cometidos na leitura e na escrita pelos dois grupos foram semelhantes, contudo, a média de ocorrência desses foi maior no grupo de crianças com desvio fonológico, com diferença estatisticamente significante para alguns erros. Na compreensão da leitura de texto, não houve diferença entre os grupos, já na produção textual houve diferença, sendo que as crianças com desenvolvimento fonológico típico apresentaram melhor desempenho que as crianças com desvio fonológico. Por fim, em relação às estratégias de reparo presentes na fala das crianças com desvio fonológico, verificou-se que na leitura a maioria foi reproduzida com uma estratégia diferente da realizada na fala, enquanto que a minoria foi produzida corretamente. Já na escrita, a maioria foi reproduzida corretamente. Conclui-se, então, que as crianças com desvio fonológico apresentaram desempenho inferior na leitura e escrita de palavras isoladas, assim como na produção textual, quando comparadas às crianças com desenvolvimento fonológico típico. Observaram-se, ainda, certas semelhanças entre os grupos quanto aos tipos de erros cometidos na leitura e escrita de palavras, porém, a média de ocorrência dos erros foi maior no grupo de crianças com desvio fonológico. E, quanto às estratégias de reparo presentes na fala das crianças com desvio fonológico, verificou-se que nem sempre elas são reproduzidas na leitura e na escrita.
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Allen, Michael John. "Developmental aspects of handwriting acquisition." Thesis, Staffordshire University, 2011. http://eprints.staffs.ac.uk/1880/.

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This research set out to examine the changes in handwriting in children from the earliest learning experiences at about five years old through to the time that they leave education in late adolescence. The aims were to explore the changes that occur in handwriting, both of features used and their variability, to establish when they occur and to determine what the consequences are for the process of individualisation. A coding scheme was devised that was used to establish detailed changes in feature use of particular letters in the handwriting of children. The scheme was tested and then revised to give a practical tool to use in the examination of large numbers of handwriting samples in cross-sectional and longitudinal studies that followed. In the cross-sectional study three handwriting tasks (normal composition, neat copying and fast copying) were completed by 144 participants from six different age groups. Firstly, the results showed that, there are underlying higher order dimensions of handwriting that emerge from some of the individual features. Secondly, across all tasks, the variability of handwriting increased from the younger children and peaked at about 10-11 years old and then decreased. Within this general trend, there was also evidence that writing faster than normal led to increased variability in letter formation for younger children, but reduced variability for older children. Thirdly, some individualisation was present even in the youngest children, but the extent of this increased such that by late adolescence it was nearly almost complete. In the longitudinal study handwriting samples from a smaller number of children were obtained over three years. The findings were similar to those obtained in the cross-sectional study. The implications of this for handwriting acquisition in particular and skill acquisition in general are considered. The research concludes that there is potential to extend the approach used in this research to clarify higher order dimensions of handwriting production, that the variability of handwriting is a good measure for determining handwriting development in children, that this variability increases up to the age of 10-11, and then declines, and that the handwriting of each child progressively develops its own style away from that of his or her peers.
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Rovelli, Denise. "Pojkars skrivutveckling : En flermetodsstudie om skrivverktygets betydelse för skrivutvecklingen i årskurs ett till tre." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49206.

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Syftet med denna studie är att öka kunskapen om pojkars skrivutveckling mellan årskurserna ett och tre genom att undersöka vad som utmärker texterna och vilken utveckling som sker då de skrivs analogt respektive digitalt. Studien har gjorts med hjälp av både kvantitativa och kvalitativa elevtextanalyser. Tjugo elevtexter har analyserats. Resultatet visar att texterna utvecklas både i textlängd, stavning och disposition särskilt då eleverna skriver med hjälp av digitala skrivverktyg. En jämförelse mellan de två olika kategorierna analoga och digitala texter visar att utvecklingen är större då pojkar skriver med digitala skrivverktyg, vilket tyder på att de gynnas mer av att skriva digitalt än analogt. Resultatet har analyserats utifrån den sociokulturella teorin.
The aim of this study is to increase the knowledge about boys’ writing development in grades one to three by examining what characterizes the texts and what developmental differences there are between handwritten and digitally written texts. Quantitative and qualitative text analyzes was done on twenty student texts. The results shows that the texts develop in length, spelling and disposition particularly when they are written with digital writing tools. A comparison between the handwritten and the digitally written texts   show that the development is greater when boys write with digital writing tools, which indicates that boys benefit more from writing with digital tools. The result has been analyzed with a sociocultural theory.
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Prunty, Mellissa. "Developmental coordination disorder : a focus on handwriting." Thesis, Oxford Brookes University, 2013. https://radar.brookes.ac.uk/radar/items/cf651036-45bb-4ff3-9a4b-ec53c97215c8/1/.

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Background. Developmental coordination disorder (DCD), is the term used to refer to children who present with motor coordination difficulties, unexplained by a general-medical condition, intellectual disability or known neurological impairment. Difficulties with handwriting are often included in descriptions of DCD, including that provided in DSM-5 (APA, 2013). However, surprisingly few studies have examined handwriting in DCD in a systematic way. Those that are available, have been conducted outside of the UK, in alphabets other than the Latin based alphabet. In order to gain a better understanding of the nature of 'slowness' so commonly reported in children with DCD, this thesis aimed to examine the handwriting of children with DCD in detail by considering the handwriting product, the process, the child's perspective, the teacher's perspective and some popular clinical measures including strength, visual perception and force variability. Compositional quality was also evaluated to examine the impact of poor handwriting on the wider task of writing. Method. Twenty-eight 8-14 year-old children with a diagnosis of DCD participated in the study, with 28 typically developing age and gender matched controls. Participants completed the four handwriting tasks from the Detailed Assessment of Speed of Handwriting (DASH) and wrote their own name; all on a digitising writing tablet. The number of words written, speed of pen movements and the time spent pausing during the tasks were calculated. Participants were also assessed in spelling, reading, receptive vocabulary, visual perception, visual motor integration, grip strength and the quality of their composition. Results. The findings confirmed what many professionals report, that children with DCD produce less text than their peers. However, this was not due to slow movement execution, but rather a higher percentage of time spent pausing, in particular, pauses over 10 seconds. The location of the pauses within words indicated a lack of automaticity in the handwriting of children with DCD. The DCD group scored below their peers on legibility, grip strength, measures of visual perception and had poorer compositional quality. Individual data highlighted heterogeneous performance profiles in children with DCD and there was little agreement/no significant association between teacher and therapist's measures of handwriting. Conclusions. A new model incorporating handwriting within the broader context of writing was proposed as a lens through which therapists can consider handwriting in children with DCD. The model incorporates the findings from this thesis and discusses avenues for future research in this area.
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Pedott, Paula Renata. "Habilidades de processamento fonológico e de escrita em crianças com distúrbio específico de linguagem: um estudo comparativo com a normalidade." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/5/5170/tde-06062016-122759/.

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Introdução: Crianças com distúrbio específico de linguagem (DEL) são propensas a apresentar dificuldade no processo de alfabetização devido às múltiplas alterações de linguagem que possuem. Este estudo comparou e caracterizou o desempenho de crianças com DEL e em desenvolvimento típico de linguagem em atividades de aliteração, rima, memória de curto prazo fonológica, ditado de palavras e de pseudopalavras. A principal hipótese do estudo era de que o grupo DEL apresentaria desempenho inferior do que o grupo em desenvolvimento típico em todas as habilidades estudadas. Método: Participaram do estudo 12 crianças com DEL (GP) e 48 em desenvolvimento típico (GC) com idade entre 7 anos e 9 anos e 11 meses. Todos os sujeitos cursavam o 2º ou 3º ano do ensino fundamental I e apresentavam audição e rendimento intelectual não-verbal preservados. Para a seleção dos grupos foram utilizadas medidas de vocabulário receptivo, fonologia e nível socioeconômico. Já as medidas experimentais avaliadas foram testes padronizados de aliteração, rima, memória de curto prazo fonológica e a aplicação de um ditado de palavras e de pseudopalavras elaborados para esta pesquisa. Resultados: ambos os grupos apresentaram pior desempenho em tarefas de rima do que de aliteração e o GP apresentou desempenho inferior em ambas as tarefas quando comparado ao GC. A análise dos distratores nas atividades de aliteração e rima apontou que em tarefas de aliteração, o GP cometeu mais erros de tipologia semântico enquanto na prova de rima foram mais erros de tipologia fonológico. O GP obteve desempenho inferior ao GC nas avaliações da memória de curto prazo fonológica, ditado de palavras e de pseudopalavras. O GP evidenciou maior dificuldade no ditado de pseudopalavras no que no de palavras e o GC não apresentou diferença significativa no desempenho dos ditados. No ditado de palavras, o GP cometeu mais erros na palavra toda enquanto no ditado de pseudopalavras ocorreram mais erros na palavra toda e na sílaba final. Na comparação do desempenho dos grupos de acordo com a escolaridade, notou-se que os sujeitos do GC do 2º e 3º ano não evidenciaram diferença significativa em seu desempenho nas tarefas, enquanto os sujeitos do GP do 3º ano apresentaram melhor desempenho do que os do 2º ano em todas as medidas experimentais, com exceção da memória de curto prazo fonológica. Conclusões: o GP apresentou dificuldade em tarefas de processamento fonológico e de escrita que foram realizadas com relativa facilidade pelo GC. Os sujeitos com DEL evidenciaram uma análise mais global dos estímulos apresentados nas tarefas de consciência fonológica, o que os fez desprezar aspectos segmentais importantes. A dificuldade em abordar as informações de modo analítico, somado a alterações linguísticas e do processamento fonológico, levou o GP a apresentar maior taxa de erros nas tarefas de ditado. Apesar das alterações apontadas, os sujeitos do GP do 3º ano obtiveram melhor desempenho do que os do 2º ano em todas as habilidades com exceção da memória de curto prazo fonológica, que é sua marca clínica. Estes dados reforçam a necessidade do diagnóstico e intervenção precoces para esta população, onde as habilidades abordadas neste estudo devem ser incluídas no processo terapêutico
Introduction: Children with specific language impairment (SLI) are likely to experience difficulty in literacy development due to several language alterations they have. This study compared and characterized the performance of children with SLI to ones with typical language development in activities involving alliteration, rhyme, phonological short-term memory, and spelling of words and pseudowords. Our main hypothesis was that the group with SLI would have an inferior performance than the typical language development one in all the capacities studied. Methods: Participants were 12 children with SLI (study group - SG) and 48 in typical language development (control group - CG) aged 7-to-9 years. All children were on 2nd or 3rd grade and presented hearing thresholds within normal limits and appropriate nonverbal intellectual performance. In order to characterize the children, we assessed receptive vocabulary, phonology and socioeconomic status. The experimental assessment was composed by alliteration and rhyme tests, short-term memory test and by a spelling of words and pseudowords. Results: Both groups presented an inferior performance in rhyme activities compared to the alliteration, and the SG had an inferior performance in both tasks in comparison to CG. The analysis of distractors in alliteration and rhyme activities pointed out that in alliteration tests, SG made more errors of the semantics typology; whereas in rhyme tests, the errors regarded to phonological typology. SG had an inferior performance compared to CG in phonological short-term memory evaluation, as well as word and pseudoword spelling. SG evinced more difficulty in pseudoword spelling than in word spelling, and CG did not present any significant difference in spelling performance. Concerning word spelling, SG made more mistakes in entire words, whereas the pseudoword spelling mistakes were more frequent in the entire word and final syllable. Comparing the performance of the groups regarding schooling, it was noticed individuals from CG at 2nd and 3rd grade did not evince significant difference in their performance, whilst 3rd graders from SG presented better performance than 2nd graders in all experimental measures, except in phonological short-term memory. Conclusion: SG presented more difficulty in phonological processing and writing tasks which were done slightly easily by CG. SLI individuals attested a more global analysis of the stimuli presented in phonological awareness tasks, what made them despise relevant segmental aspects. The difficulty in approaching information analytically, in addiction to linguistic and phonological processing alterations resulted in higher mistake rates in spelling tasks by SG individuals. In spite of the mentioned alterations, SG 3rd graders obtained better performance than 2nd graders in all abilities except in phonological short-term memory, which is its clinical marker. These data reinforces the necessity of diagnosis and early intervention in this population, where the abilities observed by this study should be included in the therapeutic process
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Books on the topic "Development of handwriting"

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Jarman, Christopher. The Development of handwriting skills: A resource book for teachers. Hemel Hempstead: Simon and Schuster, 1991.

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Jarman, Christopher. The development of handwriting skills: A resource book for teachers. 2nd ed. Hemel Hempstead: Simon & Schuster Education, 1993.

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Jarman, Christopher. The development of handwriting skills: A resource book for teachers. 2nd ed. Cheltenham: Stanley Thornes, 1995.

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Banks, Colin. London's handwriting: The development of Edward Johnston's Underground Railway Block-Letter. London: London Transport Museum, 1994.

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Crebbin, Jennifer. Soul development through handwriting: The Waldorf approach to the Vimala alphabet. Great Barrington, MA: SteinerBooks, 2007.

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Willetts, Roslyn Margaret. From scribbling to handwriting: a study of development from 3 to 6 years of age. Wolverhampton: Wolverhampton polytechnic, 1991.

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Nottbusch, Guido. Analysis of Children's Handwriting Movements. Orthographic and Developmental Aspects. Berlin, New York: Walter de Gruyter – Max Niemeyer Verlag, 2008. http://dx.doi.org/10.1515/9783484970717.

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McAllen, Audrey. Teaching children handwriting: Historical, developmental and practical aspects of writing. 2nd ed. Fair Oaks: Rudolf Steiner College Press, 2002.

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Jarman, Christopher. Handwriting Skills (The Development of Handwriting Skills). Nelson Thornes Ltd, 1993.

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Jarman, Christopher. Handwriting Skills (The Development of Handwriting Skills). 2nd ed. Nelson Thornes Ltd, 1996.

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Book chapters on the topic "Development of handwriting"

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Harralson, Heidi H., and Larry S. Miller. "The Development of Handwriting." In Huber and Headrick’s Handwriting Identification, 9–30. Second edition. | Boca Raton : CRC Press, [2018]: CRC Press, 2017. http://dx.doi.org/10.4324/9781315152462-2.

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Wann, J. P. "Handwriting Disturbances: Developmental Trends." In Themes in Motor Development, 207–23. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4462-6_11.

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Soan, Sue, and Eve Hutton. "Confident handwriting." In Universal Approaches to Support Children’s Physical and Cognitive Development in the Early Years, 44–60. Abingdon, Oxon ; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429293610-4.

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Sakai, Kunio, Yoshiaki Kurosawa, and Takeshi Mishima. "Total Approach for Practical Character Recognition System Development." In Fundamentals in Handwriting Recognition, 463–88. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-78646-4_28.

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Boulanger, Michèle, Mark E. Johnson, and Thomas W. Vastrick. "Development of an Extensive Forensic Handwriting Database: Statistical Components." In Springer Proceedings in Mathematics & Statistics, 79–96. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-2104-1_8.

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Hanson, Lisa M., and Marie E. Durina. "Development of Habitual Handwriting Characteristics in Elementary School Students." In Forensic Document Examination in the 21st Century, 73–79. First edition. | Boca Raton : CRC Press, 2021.: CRC Press, 2020. http://dx.doi.org/10.4324/9780367853587-9.

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Fujii, Satoru, Rie Onishi, and Kouji Yoshida. "Development of E-Learning System Using Handwriting on Screen." In Knowledge-Based and Intelligent Information and Engineering Systems, 144–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23854-3_16.

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Breuel, Thomas M. "Handwriting recognition." In Recent Developments in Computer Vision, 447–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/3-540-60793-5_98.

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Beger, Paula. "A Product of Europeanisation or of National Handwriting? The Formation and Development of the Czech Migration Policy." In Czech Democracy in Crisis, 229–50. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40006-4_11.

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Totty, Richard N. "Recent Developments in Handwriting Examination." In Forensic Science Progress, 91–128. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-58233-2_3.

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Conference papers on the topic "Development of handwriting"

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Simiona, Anca-Georgiana. "The Evolution of Handwriting in Primary School. Comparison between Types of Handwriting." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.73.

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Srihari, Sargur N., Zhen Xu, and Lisa Hanson. "Development of Handwriting Individuality: An Information-Theoretic Study." In 2014 14th International Conference on Frontiers in Handwriting Recognition (ICFHR). IEEE, 2014. http://dx.doi.org/10.1109/icfhr.2014.106.

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Ioannou, Christia, Christalla Neophytou, Thibault Asselborn, Wafa Johal, and Thanasis Hadzilacos. "LEARNING (GOOD HANDWRITING IN GREEK) BY TEACHING (A HUMANOID ROBOT)." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1926.

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Jia, Liangquan, Renxia Xu, Zengwu Sun, and Haiqin Lv. "Development of a New System for Handwriting Information Collection." In the 3rd International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3331453.3361317.

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Rosli, Mohamed Syazwan Asyraf Bin, Iza Sazanita Isa, Siti Azura Ramlan, Siti Noraini Sulaiman, and Mohd Ikmal Fitri Maruzuki. "Development of CNN Transfer Learning for Dyslexia Handwriting Recognition." In 2021 11th IEEE International Conference on Control System, Computing and Engineering (ICCSCE). IEEE, 2021. http://dx.doi.org/10.1109/iccsce52189.2021.9530971.

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Teranishi, Akiko, Timothy Mulumba, Georgios Karafotias, Jihad Mohamad Alja'am, and Mohamad Eid. "Effects of full/partial haptic guidance on handwriting skills development." In 2017 IEEE World Haptics Conference (WHC). IEEE, 2017. http://dx.doi.org/10.1109/whc.2017.7989886.

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Zhu, Guan-Han, and Jin-Shyan Lee. "Development of Imitated-Handwriting Systems Using PLC-Controlled CoreXY Mechanisms." In 2019 14th IEEE Conference on Industrial Electronics and Applications (ICIEA). IEEE, 2019. http://dx.doi.org/10.1109/iciea.2019.8834177.

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Genoe, Ray, and Tahar Kechadi. "A Real-Time Recognition System for Handwritten Mathematics: Structural Development." In 2010 International Conference on Frontiers in Handwriting Recognition (ICFHR). IEEE, 2010. http://dx.doi.org/10.1109/icfhr.2010.97.

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Fasnerová, Martina. "RESEARCH ON THE CALLIGRAPHY OF TWO HANDWRITING MODELS IN PRIMARY EDUCATION IN THE CZECH REPUBLIC." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1059.

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Chen, Gang, and Sargur N. Srihari. "A Noisy-Or Discriminative Restricted Boltzmann Machine for Recognizing Handwriting Style Development." In 2014 14th International Conference on Frontiers in Handwriting Recognition (ICFHR). IEEE, 2014. http://dx.doi.org/10.1109/icfhr.2014.125.

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