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Journal articles on the topic 'Development of handwriting'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

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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5

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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6

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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8

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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10

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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Masasi, Gianino, James Purnama, and Maulahikmah Galinium. "Development of an on-Premise Indonesian Handwriting Recognition Backend System Using Open Source Deep Learning Solution For Mobile User." Journal of Applied Information, Communication and Technology 7, no. 2 (March 17, 2021): 91–97. http://dx.doi.org/10.33555/jaict.v7i2.109.

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Existing handwriting recognition solution on mobile app provides off premise service which means the handwriting is processed in overseas servers. Data sent to abroad servers are not under our control and could be possibly mishandled or misused. As recognizing handwriting is a complex problem, deep learning is needed. This research has the objective of developing an on premise Indonesian handwriting recognition using open source deep learning solution. Comparison of various deep learning solution to be used in the development are done. The deep learning solution will be used to build architectures. Various database format are also compared to decide which format is suitable to gather Indonesian handwriting database. The gathered Indonesian handwriting database and built architectures are used for experiments which consists of number of Convolutional Neural Network (CNN) layers, rotation and noise data augmentation, and Gated Recurrent Unit (GRU) vs Long Short Term Memory (LSTM). Experiment results shows that rotation data augmentation is the parameter to be change to improve word accuracy and Character Error Rate (CER). The improvement is 64.8% and 23.2% to 69.6% and 20.6% respectively.

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Craythorne, Brian. "The development of the Roman alphabet and its implications for handwriting comparison in the British/Irish sphere." Nowa Kodyfikacja Prawa Karnego 49 (April 18, 2019): 51–63. http://dx.doi.org/10.19195/2084-5065.49.5.

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The development of the alphabet from about 2000 BC to the modern age has interesting implications in the work of forensic handwriting analysts. This overview provides background knowledge for the forensic handwriting expert as to why some letter designs are more useful than others when it comes to handwriting comparisons. Numerals are also considered. The overview is directed for the alphabet as used in the British and Irish spheres, but can be extrapolated to other localities.

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Gibson, Jonathan. "The Development of William Cecil’s Italic Handwriting." Études anglaises Vol. 73, no. 3 (May 5, 2021): 329–46. http://dx.doi.org/10.3917/etan.733.0329.

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14

Goc, Mieczysław, Krystyn Łuszczuk, Andrzej Łuszczuk, and Tadeusz Tomaszewski. "Computer programs as a tool for assisting handwriting expertise." Issues of Forensic Science 294 (2016): 66–80. http://dx.doi.org/10.34836/pk.2016.294.3.

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This article presents overall issues related to the use of computer techniques in handwriting expertise and discusses the most significant results of the development project no. DOBR-BIO4/038/13297/2013 entitled “Measuring tools supporting the analysis of handwriting and signatures” funded by the National Centre for Research and Development. Research works carried out under the project have led to the development of four computer programs: LINIOGRAF, CENTROGRAF, BARWOSKAN and PROFILOSKAN, which can be helpful in analyzing and assessing the conformance between graphometric and motor parameters of handwriting.

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Morin, Marie-France, Natalie Lavoie, and Isabelle Montésinos-Gelet. "The Effects of Manuscript, Cursive or Manuscript/Cursive Styles on Writing Development in Grade 2." Language and Literacy 14, no. 1 (January 25, 2012): 110. http://dx.doi.org/10.20360/g21s3v.

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In the research area of writing development, an increasing number of researchers suggest that graphomotor skills could be much more important than they appear to be (Christensen, 2009). Few researchers have studied the link between handwriting and teaching practices, despite the fact that some studies indicate its importance (Graham, 2010). The general objective of this study is to explore the relationship between different handwriting styles and the development of writing skills among 715 children in Grade 2. Generally, our results show that the three handwriting styles (manuscript/cursive, manuscript, and cursive) have different effects on writing development (speed, quality, word production, and text production).

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Golubović, Slavica, Nevena Ječmenica, Marijana Panić, and Vladica Žikić. "The characteristics of reading and orthography in children with dysgraphic handwriting." Nastava i vaspitanje 69, no. 2 (2020): 213–37. http://dx.doi.org/10.5937/nasvas2002213g.

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The aim of this study was to analyze the characteristics of reading and the orthographic level of handwriting in children with dysgraphic handwriting and children with typical development in the early grades of primary school. The research sample consisted of 94 children in the 3rd and 4th grades of primary school. The Handwriting Dysgraphia Assessment Test was used to assess the level of handwriting dysgraphia, while the analysis of the orhographic level of handwriting involved the assessment of the frequency and type of orthographic errors. The Three-Dimensional Reading Test was used in the second stage of research. Findings show the overall prevalence of handwriting dysgraphia in 13.8% of children, and a greater prevalence in boys (69.1%) relative to girls (30.9%). In the group of children with dysgraphic handwriting, 53.8% were categorized as having "graphomotor dysgraphia", while 46.2% were categorized as having "language dysgraphia". The study results suggest that there are no statistically significant differences between 3rd and 4th grade students in the application of orthographic rules to all writing tasks (t=1,33; df=11; p=0,17). Children with dysgraphic handwriting achieved poorer results on all writing tasks relative to children with typical development. A comparison of results of children with dysgraphic handwriting and children with typical development did not reveal statistically significant differences in reading speed tasks (t=1,10; df=18; p=0,32), number of mistakes (t=0,73; df=21; p=0,46), and reading comprehension (t=0,66; df=14; p=0,51). Increasing awareness of aspects of writing and reading where difficulties may occur, but also of aspects that represent children's developmental strengths, along with an effective assessment of language and cognitive abilities, would significantly improve the quality of the teaching process.

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Bezine, Hala, and Adel M. Alimi. "Development of an Arabic Handwriting Learning Educational System." International Journal of Software Engineering & Applications 4, no. 2 (March 31, 2013): 33–49. http://dx.doi.org/10.5121/ijsea.2013.4203.

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Accardo, Agostino P., Mariangela Genna, and Michela Borean. "Development, maturation and learning influence on handwriting kinematics." Human Movement Science 32, no. 1 (February 2013): 136–46. http://dx.doi.org/10.1016/j.humov.2012.10.004.

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19

Keller, Monique M., and Pragashnie Govender. "Electronic Device Use and Fine Motor Dexterity & Handwriting: A Pilot Study of South African Grade 2 Children." Global Journal of Health Science 11, no. 4 (March 15, 2019): 76. http://dx.doi.org/10.5539/gjhs.v11n4p76.

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Electronic media is at an all-time high in contemporary society with the developmental impact of electronic use still mostly unknown. This study aimed at determining the association between electronic device use and the impact on handwriting and dexterity in grade two children. Thirty four children aged between 7.2 to 8.1 years participated in a pilot study. A parental self-administered questionnaire was used to determine type and frequency of electronic usage, the Minnesota Handwriting Assessment measured six handwriting domains and the Nine-Hole-Peg-Test measured dexterity. Statistically significant correlations were computed for device use and handwriting score (r = 0.110) and device use and non-dominant hand dexterity (r = 0.137). Male children’s handwriting speed was superior (p < 0.015) and female children’s form of handwriting emerged as superior (p < 0.005). This study provides data on the potential impact of frequent device use on the overall fine motor development.

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Karlsdottir, Ragnheidur, and Thorarinn Stefansson. "Problems in Developing Functional Handwriting." Perceptual and Motor Skills 94, no. 2 (April 2002): 623–62. http://dx.doi.org/10.2466/pms.2002.94.2.623.

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The development of handwriting quality and speed of 407 primary school children was followed from Grade 1 to Grade 5 in a longitudinal experiment. Performance was analyzed to enquire into the extent and bases for handwriting dysfunction. 27% of the children were classified as dysfunctional at the end of Grade I. At the end of Grade 5 only 13% were so classified. Most children have adequate perception and motor abilities to develop functional handwriting. Dysfunction of handwriting speed can usually be traced to dysfunction of its quality. Dysfunction of quality can be traced to insufficient individualization in the primary instruction in handwriting which leads to a mismatch between the time allocated to teach certain letters to certain children and the time required for these children to learn the form of these letters.

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21

Barnett, Anna L., Sheila E. Henderson, Beverly Scheib, and Joerg Schulz. "Development and standardization of a new handwriting speed test: The Detailed Assessment of Speed of Handwriting." British Journal of Educational Psychology 2, no. 6 (April 1, 2009): 137–57. http://dx.doi.org/10.1348/000709909x421937.

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22

McNamee, Therese, and Sandra Patton. "Teachers’ perspectives on handwriting and collaborative intervention for children with Autistic Spectrum Disorder." Irish Journal of Occupational Therapy 46, no. 1 (April 3, 2018): 46–58. http://dx.doi.org/10.1108/ijot-12-2017-0026.

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Purpose This study aims to investigate teacher perspectives on teaching handwriting to children with autistic spectrum disorder (ASD) and collaboration with occupational therapists. Design/methodology/approach A descriptive design was applied. Purpose-designed surveys were distributed to teachers of children with ASD (aged 4-12 years) in the Republic of Ireland. A response rate of 35 per cent (N = 75) was obtained, with 25 responses analysed using descriptive statistics of closed questions and content analysis of open-ended questions. Findings Of 139 children with ASD, 80 (58 per cent) were reported to have difficulties with handwriting. Teachers reported specific difficulties with pencil grasp, letter formation and task concept among the children with ASD. Fourteen (56 per cent, N = 25) respondents did not give handwriting as homework. Teachers valued occupational therapy advice, individualised programmes and ongoing consultation during implementation. Interest in occupational therapy education regarding handwriting was reported. Practical implications Occupational therapy collaboration to address handwriting difficulties for children with ASD should include involvement in teacher education, coordination of teacher–parent collaboration and the need for involvement in early intervention provision within an emergent literacy framework. Originality/value Handwriting development is challenging for children with ASD. There is limited information on teaching or teacher–occupational therapy collaborative practices to address handwriting difficulties of children with ASD.

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Huang, Tongcheng, Siyang Zhang, Xu Duan, and Ronglong Liang. "On-Line Handy Handwriting Chinese Characters Input for Non-Chinese Speakers Based on Wavelet Neural Network." International Journal of Pattern Recognition and Artificial Intelligence 30, no. 06 (May 9, 2016): 1659017. http://dx.doi.org/10.1142/s0218001416590175.

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Non-Chinese speakers hold increasing opportunities and need to process Chinese information and communicate in Chinese. This paper, with the purpose of facilitating the handwriting input of Chinese characters for non-Chinese speakers, is directed towards the development of the handwriting rules and vocabulary for Latin-style anti-cursive characters and the ways of their selection and classification. This aims to build a practical platform by utilizing three characteristics of wavelet neural network — automatically ascertaining the number of hidden layer unit, converging rapidly and never running into the partial minimum of networks — for a simple Latin-style online handwriting input and processing, meanwhile, taking the customary handwriting habits of non-Chinese speakers. The paper, based on profound information of cursive characters, deciphered the genetic code of ancient cursive symbols and made clear the rules for characters changing into its cursive style. As a result, it breaks the bottleneck, which enables non-Chinese speakers to easily input information through handwriting Chinese characters.

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Zhizhina, M. V. "Forensic Handwriting Investigation Using Digital Photographic Copies of Documents." Theory and Practice of Forensic Science 15, no. 2 (July 28, 2020): 70–80. http://dx.doi.org/10.30764/1819-2785-2020-2-70-80.

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The study is a part of the research of the Russian Federal Centre of Forensic Science of the Ministry of Justice of the Russian Federation. It is the initial stage in the development of methodological recommendations for conducting forensic handwriting examinations of images of handwritten objects in digital photocopies of documents. The author has analyzed the current procedural legislation and judicial practice on the use of digital photocopies of documents in proof, as well as the modern expert practice of handwriting studies concerning the images of handwriting realizations presented in such copies. The analysis has shown that these forensic handwriting studies are being quite actively conducted in both judicial and extrajudicial examinations; however, they acquire the procedural status of evidence in the case. Though, the object remains outside the scope of expert methodological support and a comprehensive systematic review in the theoretical aspect. The author considers this practice unacceptable.The article reviews a complex of issues related to determining the properties and attributes of images – handwriting objects presented in photocopies of documents, their qualitative characteristics, and other factors essential for conducting forensic handwriting examinations and formulating relevant conclusions.

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Falk, Tiago H., Cynthia Tam, Heidi Schellnus, and Tom Chau. "On the development of a computer-based handwriting assessment tool to objectively quantify handwriting proficiency in children." Computer Methods and Programs in Biomedicine 104, no. 3 (December 2011): e102-e111. http://dx.doi.org/10.1016/j.cmpb.2010.12.010.

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Hamstra-Bletz, Lisa, and Anke W. Blöte. "Development of Handwriting in Primary School: A Longitudinal Study." Perceptual and Motor Skills 70, no. 3 (June 1990): 759–70. http://dx.doi.org/10.2466/pms.1990.70.3.759.

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Lau, Dustin Kai-Yan. "Grain size units of Chinese handwriting: development and disorder." Clinical Linguistics & Phonetics 33, no. 10-11 (April 2, 2019): 899–914. http://dx.doi.org/10.1080/02699206.2019.1584723.

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Wallen, Margaret, Mary-Ann Bonney, and Lyn Lennox. "Interrater Reliability of the Handwriting Speed Test." Occupational Therapy Journal of Research 17, no. 4 (October 1997): 280–87. http://dx.doi.org/10.1177/153944929701700404.

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The Handwriting Speed Test (HST), a standardized, norm-referenced test, was developed to provide an objective evaluation of the handwriting speed of school students from approximately 8 to 18 years of age. Part of the test development involved an examination of interrater reliability. Two raters scored 165 (13%) of the total 1292 handwriting samples. Using intraclass correlation coefficients, the interrater reliability was found to be excellent (ICC=1.00, P<0.0001). The process of examining interrater reliability resulted in modification to the scoring criteria of the test. Excellent interrater reliability provides support for the HST as a valuable clinical and research tool.

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Tassiello, Vito, Giampaolo Viglia, and Anna S. Mattila. "How handwriting reduces negative online ratings." Annals of Tourism Research 73 (November 2018): 171–79. http://dx.doi.org/10.1016/j.annals.2018.05.007.

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Βλάχος, Φίλιππος. "Tα οφέλη της γραφής με το χέρι στην ανάπτυξη της αναγνωστικής ικανότητας: ανασκόπηση νευροαπεικονιστικών ευρημάτων." Psychology: the Journal of the Hellenic Psychological Society 25, no. 2 (December 26, 2020): 01. http://dx.doi.org/10.12681/psy_hps.25575.

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Although reading and writing are often treated as two separate processes, the research data of recent years suggest that these two functions seem to be interrelated and one depends on the other. The aim of this study was to examine whether handwriting is related to and, further, influences the development of reading abilities. To this end, we have reviewed neuroimaging research conducted over the last fifteen years. Research findings, both for pre-school and early-school children, as well as for adults, showed that handwriting influences brain development and activates brain reading systems more than other sensory kinetic techniques. Neuroimaging revealed that learning to write is based on the development of a network of brain structures, which includes the dorsal premotor cortex, the ventral premotor cortex, the upper parietal cortex and the fusiform gyrus of the left hemisphere in right-handed persons, as well as the contralateral cerebellum, structures whose participation and interconnection are specific to the writing of alphabet characters. This network is structured for the common learning of writing and reading and depends on the level of the writer's experience. The perception of letters is helped by the handwriting experience, upon which the ability to process the letters in the person's brain during reading is also based. The brain networks that appear to be triggered when identifying letters following the learning of these letters through handwriting are the same sensory kinetic networks that are activated during letter recognition and reading. In conclusion, the sensory experience gained through handwriting seems to develop the brain and strengthens the person’s ability to read.

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Duiser, Ivonne H. F., Annick Ledebt, John van der Kamp, and Geert J. P. Savelsbergh. "Persistent handwriting problems are hard to predict: A longitudinal study of the development of handwriting in primary school." Research in Developmental Disabilities 97 (February 2020): 103551. http://dx.doi.org/10.1016/j.ridd.2019.103551.

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Chernov, Yury, and Claudia Caspers. "Formalized Computer-Aided Handwriting Psychology: Validation and Integration into Psychological Assessment." Behavioral Sciences 10, no. 1 (January 3, 2020): 27. http://dx.doi.org/10.3390/bs10010027.

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In contrast to traditional researches that involve a manual, non-quantitative, and subjective way of performing handwriting analysis, in the current research, a special computer-aided method of revised handwriting analysis is used. It includes the detection of personality traits via manual quantitative registration of handwriting signs and their automated quantitative evaluation. This method is based on a mathematical–statistical model that integrates multiple international publications on the evaluation of handwriting signs. The first aim is the validation of the revised method against the 16 Personality Factor Questionnaire Revised (16PF-R), which is performed as a self-report personality test by test persons and was developed and researched empirically by Raymond B. Cattell et al. A second aim is the development of an integrated model for assessment including handwriting analysis: when both methods come to the same result on a certain scale, then the construct can be accepted with higher reliability; in contrast, when results are contradictory, they should be regarded as a limitation of each method and raise awareness in the researchers, as these contradictions are a precious source of additional information regarding the complexity, ambiguity, and context specificity of personality traits.

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Barrientos, Pablo. "Handwriting Development in Spanish Children With and Without Learning Disabilities: A Graphonomic Approach." Journal of Learning Disabilities 50, no. 5 (April 18, 2016): 552–63. http://dx.doi.org/10.1177/0022219416633866.

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The central purpose of this study was to analyze the dynamics of handwriting movements in real time for Spanish students in early grades with and without learning disabilities. The sample consisted of 120 children from Grades 1 through 3 (primary education), classified into two groups: with learning disabilities and without learning disabilities. The Early Grade Writing Assessment tasks selected for this purpose were writing the alphabet in order from memory, alphabet copying in cursive and manuscript, and allograph selection. The dynamics of these four handwriting tasks were recorded using graphonomic tablets (type Wacom Intuos-4), Intuos Inking pens, and Eye and Pen 2 software. Several events were recorded across four different tasks: velocity, pressure, time invested in pauses, and automaticity. The results demonstrated significant graphonomic variations between groups across grades, depending on the type of task.

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Pasta, Gianluigi, Maria Elisa Mancuso, Filomena De Felice, Alexander Seuser, Salvatore Annunziata, Flora Peyvandi, Elena Santagostino, Mario Mosconi, and Axel Seuser. "Handwriting Analysis in Children and Adolescents with Hemophilia: A Pilot Study." Journal of Clinical Medicine 9, no. 11 (November 14, 2020): 3663. http://dx.doi.org/10.3390/jcm9113663.

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Background: Handwriting is a complex task that requires the integrity of different sensorimotor components to be performed successfully. Patients with hemophilia suffer from recurrent joint bleeds that may occur in the elbow, causing elbow dysfunction with handwriting performance impairment. In our study, we described instrumental dysgraphia that is related to functional disturbances. This pilot study aims to evaluate the handwriting performance in a group of patients with hemophilia. Methods: The study was performed at the Angelo Bianchi Bonomi Hemophilia and Thrombosis Center in Milan. Boys with severe and moderate hemophilia A and B regularly followed-up at that Center, with age between 6–19 years, were eligible. Patients were invited to the Center for one multidisciplinary evaluation of the upper limbs that included: Clinical examination, surface electromyography, and handwriting assessment. Results: All patients, but one, completed handwriting assessment. Overall, 14/19 (74%) had abnormal handwriting, which was overt instrumental dysgraphia in six (32%). There was no difference in Hemophilia Joint Health Score (HJHS) between dysgraphic and non-dysgraphic boys, while surface electromyography (sEMG) revealed a prevalence of flexor muscles of the upper limb in dysgraphic as compared with non-dysgraphic boys. Conclusions: The rather high prevalence of instrumental dysgraphia found in this pilot study deserves a further development of this preliminary experience by increasing the number of examined patients and comparing them with a control group, including quality of life and psychological assessment.

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Graham, Steve, Virginia Berninger, Naomi Weintraub, and William Schafer. "Development of Handwriting Speed and Legibility in Grades 1–9." Journal of Educational Research 92, no. 1 (September 1, 1998): 42–52. http://dx.doi.org/10.1080/00220679809597574.

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Wildová, Radka. "Innovations in Handwriting Literacy Development as a Psycho-didactic Issue." Procedia - Social and Behavioral Sciences 114 (February 2014): 816–25. http://dx.doi.org/10.1016/j.sbspro.2013.12.791.

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Maldarelli, Jennifer E., Björn A. Kahrs, Sarah C. Hunt, and Jeffrey J. Lockman. "Development of early handwriting: Visual-motor control during letter copying." Developmental Psychology 51, no. 7 (July 2015): 879–88. http://dx.doi.org/10.1037/a0039424.

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Teranishi, Akiko, Georgios Korres, Wanjoo Park, and Mohamad Eid. "Combining Full and Partial Haptic Guidance Improves Handwriting Skills Development." IEEE Transactions on Haptics 11, no. 4 (October 1, 2018): 509–17. http://dx.doi.org/10.1109/toh.2018.2851511.

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Lim, Kyung Min, Eun-Young Yoo, Min-Ye Jung, Jae-shin Lee, Jung-Ran Kim, and Hae Yean Park. "Development of the Evaluation Tool of School-aged Children’s Handwriting." Journal of Korean Society of Occupational Therapy 26, no. 1 (March 31, 2018): 103–18. http://dx.doi.org/10.14519/jksot.2018.26.1.08.

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Accardo, Agostino P., Mariangela Genna, and Michela Borean. "Reprint of ‘Development, maturation and learning influence on handwriting kinematics’." Human Movement Science 32, no. 5 (October 2013): 999–1009. http://dx.doi.org/10.1016/j.humov.2013.08.002.

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Yu, Xi, Huiling Huang, Stephanie Q. Liu, and Zhi Lu. "Signaling authenticity of ethnic cuisines via handwriting." Annals of Tourism Research 85 (November 2020): 103054. http://dx.doi.org/10.1016/j.annals.2020.103054.

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Bo, Jin, Julia Barta, Hilary Ferencak, Sara Comstock, Vanessa Riley, and Joni Krueger. "Developmental Characteristics in Cursive and Printed Letter-Writing for School-Age Children." Journal of Motor Learning and Development 2, no. 1 (March 2014): 1–8. http://dx.doi.org/10.1123/jmld.2012-0001.

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Abstract:

The current study evaluated the developmental characteristics of printed and cursive letter writing in early school-age children. We predicted fewer age-related changes on spatial and temporal measures in cursive letter writing due to lower explicit timing demands compared with printed letter writing. Thirty children wrote the letters e and l in cursive and printed forms repetitively. For printed letters, significant age effects were seen in temporal consistency, whereas cursive letters showed age-related improvement in spatial consistency. Children tended to have higher consistency for printed handwriting than they did for cursive writing. Because of an overall advantage for printed handwriting, the explicit timing hypothesis was not fully supported. We argue that experiential factors influence the development of handwriting.

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Alamargot, Denis, Marie-France Morin, and Erika Simard-Dupuis. "Handwriting Delay in Dyslexia: Children at the End of Primary School Still Make Numerous Short Pauses When Producing Letters." Journal of Learning Disabilities 53, no. 3 (February 10, 2020): 163–75. http://dx.doi.org/10.1177/0022219420903705.

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Developmental dyslexia is defined as a specific reading disorder but is also thought to be underpinned by a deficit in motor skills that may well affect handwriting performance. However, the results of studies addressing this issue are not consistent. The present study was, therefore, designed to better understand the functioning of handwriting in children with dyslexia, by conducting an analysis of the legibility and fluency of handwritten letters, supplemented by an assessment of motor skills. The performances of 15 children with dyslexia ( Mage = 11.4 years) were compared with those of two groups of typically developing children, one matched for chronological age, the other for orthographic level ( Mage = 8.7 years) on two handwriting measures (production of the letters of the alphabet and the child’s first name and surname). Results revealed a delay in motor skills, as well as in letter legibility, letter production duration, and the number of short pauses (i.e., lasting between 20 and 199 ms) made during letter production, in the children with dyslexia, with strong negative correlations between motor skills and the number of short pauses. Results are discussed in the context of handwriting control development in children, and perspectives are set out for practitioners.

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Cahyani, Septa, Rita Wiryasaputra, and Rendra Gustriansyah. "Identifikasi Huruf Kapital Tulisan Tangan Menggunakan Linear Discriminant Analysis dan Euclidean Distance." JURNAL SISTEM INFORMASI BISNIS 8, no. 1 (April 30, 2018): 57. http://dx.doi.org/10.21456/vol8iss1pp57-67.

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The human ability to recognize a variety of objects, however complex the object, is the special ability that humans possess. Any normal human will have no difficulty in recognizing handwriting objects between an author and another author. With the rapid development of digital technology, the human ability to recognize handwriting objects has been applied in a program known as Computer Vision. This study aims to create identification system different types of handwriting capital letters that have different sizes, thickness, shape, and tilt (distinctive features in handwriting) using Linear Discriminant Analysis (LDA) and Euclidean Distance methods. LDA is used to obtain characteristic characteristics of the image and provide the distance between the classes becomes larger, while the distance between training data in one class becomes smaller, so that the introduction time of digital image of handwritten capital letter using Euclidean Distance becomes faster computation time (by searching closest distance between training data and data testing). The results of testing the sample data showed that the image resolution of 50x50 pixels is the exact image resolution used for data as much as 1560 handwritten capital letter data compared to image resolution 25x25 pixels and 40x40 pixels. While the test data and training data testing using the method of 10-fold cross validation where 1404 for training data and 156 for data testing showed identification of digital image handwriting capital letter has an average effectiveness of the accuracy rate of 75.39% with the average time computing of 0.4199 seconds.

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Mohd Yusop, Zulkifli, Mohd Zarhamdy Md Zain, Mohamed Hussein, and Maziah Mohamad. "Development of a Hand-Arm Model to Emulate Tremor Handwriting Behavior." Applied Mechanics and Materials 660 (October 2014): 911–15. http://dx.doi.org/10.4028/www.scientific.net/amm.660.911.

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Patients with hand tremor may find difficulties in performing their routine task especially writing. The worse when the tremor becomes severe. In this paper, a hand-arm model has been developed to study the behavior of tremor while performing handwriting. Regarding the study, the hand of patient oscillates in a perpendicular direction to the forearm rather than other directions due to hand support while the handwriting is performed. A miniature accelerometer patched to the writing device and acceleration data recorded have then been examined by power spectral density (PSD). For hand-arm model setup, the DC motor was used to emulate the hand movement to draw a straight line by connecting the linear screw thread to the writing mechanism. For writing mechanism, there are two parts, holder to hold the pen and Linear Voice Coil Actuator (LVCA) to resemble hand tremor conditions. By injecting tremor data to the LVCA the acceleration is measured once again by attaching a miniature accelerometer to the writer device. The findings show that the model can emulates hand tremor by considering its acceleration and frequency range from PSD based on record actual tremor data as references. The hand-arm model furthers can be a research conduct to design a writing device that can be cancelled or at least suppress the tremor.

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Rosenblum, S. "Development, Reliability, and Validity of the Handwriting Proficiency Screening Questionnaire (HPSQ)." American Journal of Occupational Therapy 62, no. 3 (May 1, 2008): 298–307. http://dx.doi.org/10.5014/ajot.62.3.298.

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Chang, Shao-Hsia, Nan-Ying Yu, and Jung-Jiun Shie. "The Preliminary Development of Computer-Assisted Assessment of Chinese Handwriting Performance." Perceptual and Motor Skills 108, no. 3 (June 2009): 887–904. http://dx.doi.org/10.2466/pms.108.3.887-904.

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Tükel Kavak, ŞŞermin, and Ann-Christin Eliasson. "Development of handwriting skill in children with unilateral cerebral palsy (CP)." Disability and Rehabilitation 33, no. 21-22 (January 2011): 2084–91. http://dx.doi.org/10.3109/09638288.2011.560335.

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Bosga-Stork, Ida M., Jurjen Bosga, and Ruud G. J. Meulenbroek. "Dysgraphic Handwriting Development and Inclusive Education: The Role of Interdisciplinary Counseling." Open Journal of Social Sciences 03, no. 08 (2015): 35–47. http://dx.doi.org/10.4236/jss.2015.38003.

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Hattori, H., T. Furuta, and T. Beppu. "1P1-F3 Development of Handwriting Input System relating to electronic documents." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2001 (2001): 25. http://dx.doi.org/10.1299/jsmermd.2001.25_2.

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