Relevant bibliographies by topics / Handwriting process

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Handwriting process'

Author: Grafiati
Published: 3 June 2025
Last updated: 13 July 2025

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Journal articles on the topic "Handwriting process"

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Gupta, Shruti, Rakesh K. Garg, and Surinder Nath. "Assessment of natural variations in letter formations incorporating master pattern of handwriting." Nowa Kodyfikacja Prawa Karnego 44 (December 29, 2017): 65–85. http://dx.doi.org/10.19195/2084-5065.44.6.

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Handwriting is made up of countless habitual patterns. An individual’s handwriting is made up of a complexity of habitual patterns that are repeated within a typical range of vari­ation around the model patterns. The muscle coordination of these and perceptions of how an individual sense form helps each one to develop one’s own Master Pattern of writing. A total number of 540 60 samples from each age group — 30 samples each from males & females, has been collected from 9 different age groups. Three handwriting samples — two in present handwriting with a gap of 5–10 minutes between the two handwritings and one old or past handwriting sample collected from each individual gap ranged from 2–33 years between present and old handwritings.With the due effect of the findings gathered from the present investigation the cases lacking in contemporary handwritings can be undertaken with ease by taking into account the letters — ‘f, y, r and i’ which have a major effect of natural variations on them which in turn makes them unreliable and should be avoided in the process of comparison as well as while forming an opinion.
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Erhardt, Rhoda P., and Vickie Meade. "Improving handwriting without teaching handwriting: The consultative clinical reasoning process." Australian Occupational Therapy Journal 52, no. 3 (2005): 199–210. http://dx.doi.org/10.1111/j.1440-1630.2005.00505.x.

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Coradinho, Helena, Filipe Melo, Gabriela Almeida, et al. "Relationship between Product and Process Characteristics of Handwriting Skills of Children in the Second Grade of Elementary School." Children 10, no. 3 (2023): 445. http://dx.doi.org/10.3390/children10030445.

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The purpose of this study was to analyze the relationship between the quality and speed of handwriting and the process characteristics of the handwriting of children in the second grade of elementary school considered as a function of age and gender. A sample of 57 children (mean age 7.25 years, SD 0.43) participated in the study. The Concise Assessment Method for Children’s Handwriting (BHK) was used to assess the quality and speed of handwriting. The characteristics of the process of handwriting were assessed using MovAlyzeR® software. The handwriting of boys showed a significantly greater number of strokes and slanted more to the right than the handwriting of girls. Handwriting quality and speed significantly correlated with several process characteristics: the number of strokes, reaction time, duration, relative pen-down duration, average pen pressure, vertical size, horizontal size, road length, and average absolute velocity. This research contributes to the construction of normative values in the process characteristics of the handwriting of elementary school children and provides a promising step towards the early identification of difficulties that can lead to dysgraphia, thus preventing later difficulties in handwriting.
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Dziechciaruk, Janusz. "Reflections on the nature of individuality in the process of identifying handwriting and signatures." Problems of Forensic Sciences, no. 125 (2021): 19–27. http://dx.doi.org/10.4467/12307483pfs.20.002.14782.

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The fundamental principle of identification, based on the condition that there is a unique combination of independent discriminating elements in handwriting, is analysed. The results of experiments conducted on distorted handwriting suggest that there may only be one handwriting habit that is responsible for the individuality of handwriting. By analysing disguised and simulated signatures and applying the isochrony principle, it seems reasonable to conclude that the mutual interaction between the speed of writing and the curvature of a graphic line is the only habit, and the quality of a graphic line the only feature responsible for the individuality of handwriting. The article introduces a number of ideas for evaluating the quality of a graphic line during handwriting examination, and a number of new opportunities for research into biometric electronic signatures.
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Gerth, Sabrina, and Julia Festman. "Muscle Activity during Handwriting on a Tablet: An Electromyographic Analysis of the Writing Process in Children and Adults." Children 10, no. 4 (2023): 748. http://dx.doi.org/10.3390/children10040748.

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Handwriting is a complex task that includes planning the content and the execution of handwriting movements on paper or on a tool (e.g., a tablet). This execution depends on the involvement of specific muscles in the hand (distal) and arm (proximal). The present study combines the parallel recording of the writing process on tablets and the related muscle activity with electromyography to investigate the differences in handwriting movements in two groups. A total of 37 intermediate writers (third and fourth graders, mean age 9.6 years, SD 0.5) and 18 skilled adults (mean age 28.6 years, SD 5.5) participated in three handwriting tasks. The tablet data results replicate previous findings in handwriting research for the writing process. The muscle activity data reflected a differential relationship between distinct muscle activity and handwriting performance depending on the handwriting skill (intermediate or advanced writers). Furthermore, the combination of both methods revealed that skilled writers tend to involve rather distal muscles to control the pressure of the writing pen on the surface, whereas developing writers mainly use their proximal muscles to control the velocity of their handwriting movements. This research contributes to a deeper understanding of the underlying processes of handwriting and the development of efficient handwriting execution.
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Z. "Analysis of Handwriting Velocity to Identify Handwriting Process from Electromyographic Signals." American Journal of Applied Sciences 9, no. 10 (2012): 1742–56. http://dx.doi.org/10.3844/ajassp.2012.1742.1756.

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Wang, S. H., S. Q. Lyu, M. L. Hou, Z. H. Gao, and M. Huang. "SURFACE HANDWRITING ENHANCEMENT OF ARTIFACTS BASED ON MANIFOLD LEARNING AND MIXED PIXEL DECOMPOSITION." International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLIII-B2-2022 (May 30, 2022): 917–22. http://dx.doi.org/10.5194/isprs-archives-xliii-b2-2022-917-2022.

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Abstract. Written information on the surface of cultural relics can record important historical events. Due to the influence of natural and human factors, the surface of cultural relics fades and the words are difficult to identify. Take advantage of the hyperspectral data image and spectral unity and wide spectral range, a cultural relics surface handwriting enhancement method based on manifold learning and mixed pixel decomposition was proposed. First, the minimum noise fraction (MNF) transformation was carried out on the hyperspectral image, and then the top 10 bands were selected for inverse MNF transformation to reduce noise of the hyperspectral image. Then, the reconstructed image was dimensionally reduced by locally linear embedding (LLE) to obtain a gray image with the maximum amount of information. At the same time, the spectral features of the handwriting and background area in the reconstructed image were analysed. The automatic target generation process (ATGP) was adopted for endmember extraction on the reconstructed image to identify the endmember of handwriting. The abundance map of handwriting area was obtained by the fully constrained least squares (FCLS). Finally, the gray image and the abundance map of the handwriting region were weighted together to obtain the handwriting enhanced image. The true color image was synthesized from the reconstructed image, Then the true color image and the handwriting enhancement image were fused to obtain the handwritting fusion image. The hyperspectral image of a faded text in Shuozhou City, Shanxi Province, China, was used as an example for verification, and the results showed that the method can effectively enhance the text on the surface of the artifacts.
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Ikeda, Hisashi, and Yukio Ohsawa. "Visualization of Insight Process in Concept Creation Focusing Handwriting Features." International Journal of Knowledge and Systems Science 4, no. 1 (2013): 18–31. http://dx.doi.org/10.4018/jkss.2013010102.

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In order to support concept-creation, the authors focus on handwriting assuming that it should contain the information on the process toward insight. As a result of intensive analysis of handwriting in concept creation process, one observation is that pen speed gets faster on insight after the period in which pen speed is relatively slow or time gaps get increased. Another observation is that pen pressure gets higher on insight after the same kind of period as above. Based on those observations, the authors derive a hypothesis on relationship between insight process and handwriting. In some situations, they could create new concepts by getting aware of inconsistency or constraints, by making their viewpoint changed, and then by getting an insight. The authors think those processes can be visualized through handwriting by monitoring some features like writing speed and pressure, and this could be effective support for concept creation.
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Rosenblum, S., S. Goldstand, and S. Parush. "Relationships Among Biomechanical Ergonomic Factors, Handwriting Product Quality, Handwriting Efficiency, and Computerized Handwriting Process Measures in Children With and Without Handwriting Difficulties." American Journal of Occupational Therapy 60, no. 1 (2006): 28–39. http://dx.doi.org/10.5014/ajot.60.1.28.

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Nikolaevich, Izyumov Ruslan. "Trends in the development of computerization of forensic handwriting examination." Nowa Kodyfikacja Prawa Karnego 60 (February 1, 2022): 99–103. http://dx.doi.org/10.19195/2084-5065.60.6.

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Forensic handwriting examination is one of the most complex and controversial types of forensic research, the results of which are often disputed in court. One of the reasons for that is experts’ subjectivity. Using quantitative methods and introducing computer technology in the process of handwriting examination can increase its objectivity. Thus, the article analyzes various ways to improve handwriting research, which in the future may increase its objectivity. The author examines the development trends of quantitative methods and the use of computer technology in handwriting examination process.
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Dissertations / Theses on the topic "Handwriting process"

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Read, Janet C. "Handwriting recognition technology, children, and the writing process." Thesis, University of Central Lancashire, 2005. http://clok.uclan.ac.uk/22000/.

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The research reported here investigates the match between child, technology and task in the scenario of children using handwriting recognition software and pen technology to construct writing. Children are an interesting emerging user group who have different requirements from technology to adults. Handwriting recognition technology is one of a range of novel input technologies that has not been widely investigated, and writing is a task that is known to be difficult for children, and for which children use computers in schools. The research was mostly carried out with children aged between six and ten who were in state education. The focus was an investigation of the usability of handwriting recognition technology for use with children, specifically as a replacement for the QWERTY keyboard during the writing process. Specific aims were to determine whether the technology could be used in this way, to identify the usability problems that might arise and to suggest some guidelines for developers who might be making pen-based products for children. The research was also aiming to contribute to knowledge on design and evaluation with children, to add to the literature on the acceptance of errors in recognition-based interfaces for children, to explore the methods that were used for evaluating recognition-based interfaces for text entry and to identify possible future directions for the use of digital text and digital ink to support writing The thesis is that handwriting recognition can be used by children for text input. The thesis document reports a series of empirical studies that identify that the children were able to use the technology, that the rates for recognition were better than expected in most cases, and that the children liked using the pen and tablet. The main usability problems for the child, technology, and task are documented, and a set of design guidelines, that describe some methods by which the usability problems can be overcome, is included. A list of requirements for a recognition-based interface is presented; many of these have been implemented in CobWeb, a prototype-writing environment. The way that children dealt with the errors at the interface is explored, and a tolerance figure for the number of acceptable errors is established. A new taxonomy of errors within the recognition interface is produced, and design solutions are presented for the different types of error. Options for the design of appropriate training for the handwriting recognition interface are explored and some of the difficulties that children have with the interface are examined by looking at the mental models that the children have of the technology and the interface. The work concludes with a discussion of the potential for digital ink for writing and the identification of some areas that might be further developed; these include extensions to the prototype, further work on error handling and work on the design of evaluation studies for handwriting recognition.
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Suwanwiwat, Hemmaphan. "Short Answer Assessment System with Student Identification using an Automatic Off-line Handwriting Recognition System and Novel Combined Features." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/368177.

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Examinations are a widely used form of assessment and thus important in the learning process. However, handwritten examination assessment for certain types of examination, such as essays and short answer questions, is a difficult task; it requires the markers' concentration, precision and it is time-consuming. Off-line automatic assessment systems can be an aid for teachers in the marking process. Handwriting Recognition is one of the most intensive areas of study in the field of pattern recognition. The automatic assessment of exam scripts can benefit from off-line handwriting analysis methods. There has been no recent work in the development of off-line automatic assessment systems using handwriting recognition, even though such systems will clearly benefit the education sector. The reason for this is that many schools and universities in many parts of the world still use paper-based examination. A complete off-line short answer assessment with student identification system can be an aid for teachers in the marking process as they reduce the time taken by the human marker. For the proposed system, once the automatic marking process is completed, a report on each student’s mark is produced according to the name components which the system has identified. The system could reduce the time taken in marking examination papers as well as reducing the problem of mis-transcribing from examination paper to the report which may be caused by a human assessor.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>Institute for Integrated and Intelligent Systems<br>Science, Environment, Engineering and Technology<br>Full Text
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Carvalho, Sara Martins. "Análise da prontidão para a escrita em crianças do pré-escolar, na região de Setúbal." Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29132.

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As competências grafomotoras que se desenvolvem no período pré-escolar, relacionam-se com o sucesso escolar a curto e a longo prazo. O presente estudo teve como objetivo avaliar a criança, do último ano do pré-escolar, nas competências de produto e processo da prontidão para a escrita. Participaram no estudo 106 crianças, entre os 5 e 6 anos de idade. Recorreu-se a instrumentos de avaliação específicos, para avaliar e relacionar variáveis de produto: preferência manual, tipo de pega, esquema corporal, desempenho motor, visuomotor e atenção; variáveis de processo: número de segmentos, tempo de reação, duração e pressão. Procurou-se analisar o tipo de pega com a pressão. Observaram-se relações entre o desempenho visuomotor com o esquema corporal e atenção. Não foram encontradas relações entre o tipo de pega com o desempenho visuomotor e a pressão. Foi possível ainda caraterizar variáveis de processo. Concluiu-se, então, que poderá ser recomendável a avaliação das variáveis de produto e processo aquando da avaliação da prontidão para a escrita; Handwriting readiness analysis in preschool children on Setúbal’s region Abstract: The graphomotor skills that develop in the preschool period are related to short- and long-term school success. The present study aimed to evaluate a child, in the last year of preschool, in the product and process skills of readiness for handwriting. 106 children participated, between 5 and 6 years old. Specific assessment instruments were used to evaluate and relate product variables: preference manual, type of grasp, body scheme, motor performance, visuomotor and attention; process variables: number of segments, reaction time, duration, and pressure. We aimed to analyze the type of grasp with pressure. Relations between visuomotor performance and body schema and attention were observed. No relations was found between the type of grasp with visuomotor performance and pressure. It was also possible to characterize process variables. Therefore, we concluded that the product and process variables would be recommended in the assessment of readiness for handwriting.
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Côrrea, Kelli Cristina do Prado. "Competências para a leitura e escrita em escolares iniciantes no processo de alfabetização." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/25/25143/tde-27102015-162618/.

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Nesta última década (2005-2015), a educação brasileira passou por transformações intensas relativas ao ingresso das crianças na Educação Básica. A entrada aos seis anos de idade no Ensino Fundamental, período que compreende agora nove anos, desafiou os educadores a definir mais claramente o que se espera da escola nos anos iniciais da educação. Assim, o objetivo deste trabalho foi caracterizar determinadas competências para a leitura e a escrita em crianças iniciantes no processo de alfabetização e relacionar essas competências com o nível da escrita. Realizamos, então, pesquisa de campo, com abordagem quanti-qualitativa dos dados, de cujos resultados extraímos inferências, a partir do quadro teórico de referências sistematizado. Foram selecionadas 70 crianças de ambos os gêneros, que cursaram o 1o semestre do 1o ano do ensino fundamental I. Todos os escolares tinham formação em educação infantil. As crianças foram submetidas à bateria de Avaliação de Competências iniciais para a leitura e escrita BACLE que caracteriza-se por um conjunto de atividades para aferir pré-competências para início de leitura e escrita. As crianças foram avaliadas também pela análise de nível de escrita, nível pré-silábico, silábico sem valor sonoro, silábico com valor sonoro, silábico alfabético e alfabético. O desempenho das crianças foi comparado com as tabelas de valores de estágio qualitativo da BACLE e para a correlação entre o desempenho na bateria e o nível de escrita foi utilizado o coeficiente de correlação de Pearson (nível de significância de 5 % - p<0,05). Os resultados indicam que a média de desempenho obtida pelo grupo de escolares em maturidade perceptiva foi de 76,95%. No conjunto de provas que implicaram em esquema corporal e orientação espaço temporal, subdivididos em três grupos, identificação em si, no outro e posição no espaço gráfico, foram, respectivamente, 85,36%, 75,26% e 89,57%. No bloco desenvolvimento motor, a média foi de 84,9%. No bloco linguagem, a maior média se deu em expressão oral, 85,82% e a menor média se deu em consciência fonológica 75,17%. Quanto à psicogênese de construção da escrita verificou-se que a maior parte da amostra 51,4% encontra-se em hipótese de escrita no nível silábico com valor sonoro e apresentam um resultado em consciência fonológica condizente ao esperado, devido ao nível de escrita em que se encontram. O estudo apontou relação significante entre a hipótese de escrita e duas áreas da BACLE, esquema corporal/orientação espaço-temporal e linguagem. Concluímos que as crianças com melhores níveis de escrita tiveram uma pontuação elevada na área de Linguagem e Esquema corporal/ Orientação espaço temporal, sugerindo que dentre os campos avaliados pela bateria, a linguagem e esquema corporal/ orientação espaço temporal pode ser aquele que melhor se relaciona com o nível de escrita. Espera-se respeitados os limites deste estudo contribuir para a formação continuada de docentes, almejando alterações em sua prática pedagógica, principalmente na avaliação diagnóstica do escolar.<br>In the last decade (2005-2015), the Brazilian education passed through intense transformations about the entry of children in basic education. The entrance to six years old children in elementary school, a period which now comprises nine years, challenged educators to define more clearly what is expected of the school in the early years of education. Then, the objective of this study was to characterize certain skills for reading and writing in children beginners in the literacy process and relate these skills to the level of writing. We performed then field research with quantitative and qualitative approach, the results of which draw inferences from the theoretical framework of systematic references. We selected 70 children of both genders, who attended the 1st half of the 1st year of elementary school. All students had training in Early Childhood Education. Children were subjected to a battery of initial skills assessment for reading and writing (BACLE), which is characterized by a set of activities to measure for early reading and writing pre-skills. The children were also evaluated by the writing level of analysis, pre-syllabic level, syllabic without sound value, with syllabic sound value, syllabic-alphabetic and alphabetic. Children\'s performance was compared to the qualitative stage of tables of values of BACLE and the correlation between performance on battery and the writing level we used the Pearson correlation coefficient (5% significance level - p<0,05). The results indicate that the average performance achieved by the school group in perceptual maturity was 76.95%. In the group of tests that implicated in corporal scheme and time-space orientation, divided into three groups, identifying itself, identifying itself in relation of other person and in relation of the graphic space, were, respectively, 85.36%, 75.26% and 89.57%. In the motor development block, the average was 84.9%. In the language pack, the highest average was in speaking, 85.82% and the lowest average was in phonological awareness 75.17%. Regarding the construction of the writing Psychogenesis it was found that most of the sample is 51.4% which is in hypothesis of writing with the syllabic sound value and exhibit a result in phonological awareness that was expected, due to the write level which they are. The study shows a significant relationship between the hypothesis of writing and two areas of BACLE, corporal scheme / time-space orientation and language. We conclude that children with higher levels of writing had a high score in the area of language and corporal scheme / time-space orientation, suggesting that among the fields evaluated by battery, language and corporal scheme / time-space orientation may be those that best relate to the writing level. We expect the limits of this study respected contribute to the continuing education of teachers, targeting changes in their teaching, especially in the diagnostic evaluation of the student.
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Miné, Valdete Aparecida do Amaral 1973. "Processo de letramento do professor a partir de reflexões acerca da escrita dos alunos sobre aulas de matemática nos anos iniciais do ensino fundamental." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250931.

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Orientador: Dione Lucchesi de Carvalho<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-22T20:06:06Z (GMT). No. of bitstreams: 1 Mine_ValdeteAparecidadoAmaral_M.pdf: 3304233 bytes, checksum: 629a16a6e11063fe06e77416829b7533 (MD5) Previous issue date: 2013<br>Resumo: Esta dissertação foi desenvolvida a partir de uma pesquisa cujos objetivos foram: abordar indícios de letramento do professor constituído a partir das reflexões sobre a escrita dos alunos sobre aulas de matemática; olhar para a sala de aula e a formação continuada dos professores tendo a reflexão sobre a escrita como indicador ao letramento; possibilitar o letramento docente e matemático dos professores a partir da reflexão sobre a escrita dos alunos; e ter na escrita dos alunos sobre as aulas de matemática mais um instrumento de avaliação da aprendizagem dos alunos. O trabalho de campo foi realizado em parceria com um grupo constituído quatorze professores e a professora coordenadora dos anos iniciais do ensino fundamental, de uma escola pública da rede municipal de Atibaia-SP, onde ocorreram as reuniões para análise da escrita dos professores e dos alunos sobre aulas de matemática. O material analisado foi a escrita dos professores a partir da escrita dos alunos sobre aulas de matemática, a transcrição das reuniões nas quais os professores discutiram a sua própria escrita e a dos alunos e o diário de campo da pesquisadora. Para compreendermos a questão "Que aprendizagens a "ESCRITA" do professor sobre a escrita dos alunos possibilita no processo de ensinar e de aprender matemática na perspectiva do letramento?", foram definidas três categorias de análise, a saber,: discussão curricular; análise da escrita; uso do caderno. Os resultados da análise evidenciaram o quanto é importante e formativa a participação dos professores em sua própria formação, tornando se protagonista do processo de ensinar e de aprender matemática. Na análise pode-se também perceber o letramento matemático do professor principalmente durante as discussões da escrita dos 5ºs anos.<br>Abstract: This essay was developed from a research which aimed to cover traces of teacher's literacy acquired by reflecting on the learners' writing on mathematics classes; by watching the classroom and the continued formation of the teachers, being the reflection on writing as an indicator to literacy: making possible the teachers' pedagogical and mathematical training, based on students' writing skills; and bearing on learners' records, regarding Math classes, one more tool for evaluating their learning. This study fieldwork was carried out in share fashion with a group of teachers, fourteen male ones and the female coordinator to the early years of primary school, considering a public establishment which is part of Atibaia Municipal school system, where the meetings aiming the analysis of writing on MATH for both teachers and students took place. The analysed material was made up by the teachers' writing, based on the students'papers concerning Math classes and the meeting reports as well, in which the educators exchanged ideas about their own handwriting, that of the learners, and finally the coordinator's field log. For us to understand the leading question "What kind of learning do the teacher's HANDWRITING over the learner's one make possible in the process of teaching and learning Math in terms of literacy?", three different analysis categories were defined. Thus, the analysis of produced information was obtained from; the discussion of syllabus, analysis of writing; the use of exercise book. The results of the analysis made it clear how important and utterly necessary it is for the whole that teachers participate in their own training, so that they become the main characters in Math teaching and learning process. Along the analysis one is able to notice quite clearly the teacher's mathematical literacy chiefly during the discussions involving handwriting in 5th grades.<br>Mestrado<br>Ensino e Práticas Culturais<br>Mestra em Educação
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Sacchetto, Karen Kaufmann. "Expressão da linguagem escrita por disléxicos adultos em processo seletivo." Universidade Presbiteriana Mackenzie, 2012. http://tede.mackenzie.br/jspui/handle/tede/1592.

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Made available in DSpace on 2016-03-15T19:39:58Z (GMT). No. of bitstreams: 1 Karen Kaufmann Sacchetto.pdf: 6693714 bytes, checksum: c49cdb8e8a9a66e671596d8338dc42cf (MD5) Previous issue date: 2012-11-28<br>Fundo Mackenzie de Pesquisa<br>The Developmental Dyslexia is known as a neuro-biological disturbance which main characteristic is in the difficulty in word recognition. The Developmental Dyslexia has been the subject of numerous studies involving from young children to teenagers with the intent to better advice teachers, parents and students of how to handle with their difficulties, by means of individualized strategies and adaptations allowing the adequate development of their respective competences. In Brazil the researches on adult dyslexia are considerably less developed compared to studies on children to teenagers. Objective: this study proposes to verify, by means of analysis of writing examinations required in the selective process for admission to university, the most frequent standards of errors and the auto-corrective strategies found in the written production of dyslexic adults. Method: the use of qualitative analysis, with quantitative content, it has been identified the number of errors committed in each handwritten expression found in the complete text written for the selection process for admission to the university for 6 adult dyslexic candidates. A complementary analysis resource was added with the submission of two questionnaires applied during individual interviews before and after the examination. Results: it has been found that most of the errors committed referred to complex rules (accentuation) followed by disturbances in the word segment structures, in agreement with the difficulties mentioned in the literature. Conclusion: the dyslexic candidates that arrive at the university level of learning present conditions to develop themselves provided they learn about their limitations and are encouraged to follow on in their accomplishments. At the same time the university level teaching institutions must establish conditions to face situations needed to comply with their legal and secured rights, and be available to allow to these future students to use the tools, strategies and adaptations to start, remain and finalize their university courses in equal conditions as their other colleagues.<br>A Dislexia do Desenvolvimento é reconhecida como um distúrbio neurobiológico cuja principal característica está no déficit do reconhecimento de palavras. A Dislexia do Desenvolvimento tem sido foco de inúmeros estudos na área da infância e adolescência, com intuito de orientar professores, pais e alunos em compensar suas dificuldades por meio de estratégias individualizadas e adaptações que permitam desenvolver adequadamente suas competências. Em comparação aos estudos voltados à infância e adolescência, busca-se um maior aprofundamento das pesquisas com adultos disléxicos que no Brasil ainda são pouco abordadas. Objetivo: neste estudo, buscou-se verificar, por meio da análise da prova de redação de processo seletivo para o ensino superior, os padrões de erros e estratégias de autocorreção mais frequentes na produção escrita de adultos disléxicos. Método: através de análise qualitativa, com aporte quantitativo, identificou-se o número de erros cometidos por expressão escrita em redação, no processo seletivo para ingresso à universidade, de 6 candidatos adultos disléxicos. Constitui-se como recurso complementar de análise a realização de dois questionários, aplicados por entrevistas individuais anteriores e posteriores à prova. Resultados: verificou-se que a maioria dos erros cometidos referiu-se a regras complexas (acentuação), seguidas por alterações na estrutura segmental das palavras, corroborando com as principais dificuldades apontadas na literatura. Conclusão: os candidatos disléxicos que chegam ao ensino superior apresentam condições de se desenvolverem se tiverem conhecimento das limitações de seu quadro e se forem encorajados a seguirem em suas realizações. Assim, os estabelecimentos de ensino superior devem criar condições para o cumprimento das conquistas, asseguradas por direitos legais, bem como disponibilidade para permitir que esses futuros alunos se apropriem das ferramentas, estratégias e adaptações para iniciar, permanecer e finalizar a graduação em igualdade de condições com os demais universitários.
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Lima, Fabio Pinto Lopes de. "O processo de construção das fontes digitais de simulação caligráfica." Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=1342.

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Conceituação do objeto pesquisado: a definição de fontes digitais de simulação caligráfica, origem e evolução tecnológica. A identificação das categorias de compreensão da forma caligráfica: as características visuais associadas ao universo instrumental da caligrafia; ao processo de construção da escrita; à perícia ferramental e à caligrafia como ocorrência espaço-temporal. O processo de construção das fontes digitais de simulação caligráfica. As etapas de construção das fontes de simulação baseadas em referências concretas: análise do original, digitalização, vetorização, métrica e fechamento do arquivo. As estratégias de construção das fontes baseadas em referências conceituais. Articulação de características estruturais e expressivas associadas ao instrumental caligráfico. A sugestão do ductus caligráfico em fontes digitais de simulação: construção contínua e interrompida. As estratégias associadas à representação visual da habilidade ferramental: ornamentação, integração e imperícia. O conceito de variância aplicado à tipografia digital: variância manual, aleatória e planejada. Apresentação dos projetos Zapfino, Bickham e Champion Script. Comentários a respeito da relevância das fontes digitais de simulação caligráfica: conservação, interação, compartilhamento e valorização da prática caligráfica.<br>Conceptualization of the studys object: the definition of digital typefaces simulating calligraphy, their origin and technological evolution. Identification of categories for understading calligraphic shapes: visual characteristics associated with the instrumental universe of calligaphy; the process of writing; craft skills and calligraphy as a temporal-spatial event. The process of manufacturing digital typefaces simulating calligraphy.The steps of development of digital typefaces simulating calligraphy based on concrete references: source analysis, digitalization, translation to outlines, spacing and font generation. Strategies for designing typefaces simulating calligraphy based on conceptual references. Articulation of structural and expressive features associated with the calligraphic craft. Suggestion of calligraphic ductus in digital typefaces simulating calligraphy: continuous and interrupted construction. Strategies associated with the visual representation of instrumental skills: ornamentation, integration and lack of skills. The concept of variation applied to digital type: manual, random and planned variation. Presentation of the typefaces Zapfino, Bickham and Champion Script. Comments related to the relevance of digital typefaces simulating calligraphy: conservation, interaction, sharing and increasing appreciation for the calligraphic practice
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Braga, Sabrina Gasparetti. "Dislexia: a produção do diagnóstico e seus efeitos no processo de escolarização." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-07112011-120816/.

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Atualmente, a temática da dislexia e do transtorno déficit de atenção/hiperatividade passou a ocupar os mais diversos espaços acadêmicos e políticos, com manchetes de especialistas nos programas de televisão, rádio, jornais, e criação de diversos projetos de lei que se propõem a criar serviços de diagnóstico e tratamento nas secretarias de educação. Em todos esses espaços sociais, estes supostos distúrbios são apresentados como doenças neurológicas, que explicariam dificuldades encontradas pelas crianças em seu processo de escolarização. Se, por um lado, temos este quadro de afirmação da suposta doença; por outro há um conjunto de autores que têm questionado tais distúrbios e reiterado a necessidade de compreender a complexidade do processo de alfabetização das crianças iniciantes (no caso da dislexia) e todo o contexto sociocultural que envolve o comportamento das crianças na atualidade (no caso do TDAH). O presente trabalho, por meio de uma abordagem qualitativa de estudo de caso, investiga a história do processo de escolarização, a produção do diagnóstico de dislexia e seus efeitos nas relações escolares de crianças em fase inicial de aquisição da leitura e da escrita. Foram realizadas entrevistas com a mãe, coordenadora pedagógica, professoras e criança diagnosticada, além da análise do laudo realizado por equipe multidisciplinar. No discurso da mãe sobre a história escolar do filho surge o tema das dificuldades escolares trazido como um problema da criança, que teria algo a menos ou em quem faltaria algo a mais. Esta concepção instaura um processo diagnóstico, gerando um tratamento que constitui o processo de medicalização e de culpabilização da criança e de sua família pelo não aprender na escola. As vozes das professoras, não escutadas durante o processo diagnóstico, denunciam que diferentes concepções de desenvolvimento, de aprendizagem e crenças sobre os alunos resultam em relações, ações pedagógicas e, portanto, possibilidades de aprendizagem também distintas. O diagnóstico encontrado, foi realizado ao largo da escola o que evidencia a concepção de desenvolvimento humano na qual se pauta, partindo do pressuposto que a dificuldade pertence à criança. A avaliação incluiu apenas aplicação de testes de diversas áreas tais como psicologia, fonoaudiologia e neurologia, ignorando resultados de pesquisas recentes que inviabilizam o uso de alguns deles por não estarem relacionados ao alegado distúrbio e utilizando outros relacionados exatamente ao motivo do encaminhamento para a avaliação: questões de leitura e escrita. Ter um diagnóstico de dislexia cristaliza um movimento, um processo dinâmico que é o de aprendizagem e desenvolvimento. Desta forma o diagnóstico segue orientado somente para a falta e para as dificuldades estabelecendo limites a priori para o desenvolvimento do sujeito. Além desses efeitos relacionados à aprendizagem, existem outros decorrentes da medicação que parecem inerentes ao diagnóstico de dislexia acompanhado de TDAH. A criança vive na escola relações estigmatizadas que contribuíram na constituição de sua subjetividade, pautada na doença e nas limitações impostas pelo rótulo diagnóstico<br>Nowadays dyslexia and ADDH (Attention Deficit Disorder with Hyperactivity) topics are gaining larger place in the media. This stimulates a series of law projects intended to create public services of diagnosis and treatment. In this attempt of controlling and managing the problem, these so called \"disorders\", are rather quickly defined by operators and specialists as neurological diseases, which would logically explain the difficulties incurred by children during their schooling process and partially solve teachers and parents headaches on that matter. If practitioners now tend to legitimate this supposed illness, on the other hand, there are many serious authors questioning such straight definition, empathizing two ideas: the urgent necessity of fully understand the complexity of literacy process in beginner children and the necessity to grasp the sociocultural context that surrounds children education and behavior in the present time. This work investigates, by means of a qualitative case study, the diagnosis dyslexia of a child during the schooling process acquiring reading and writing abilities, and consequences of this diagnosis on his relations at school. We hereby present interviews with the mother, the pedagogical coordinator, with the teachers and with the diagnosed child himself. The study also presents the analysis of the report made by the multidisciplinary team responsible for evaluation. The mother of the child that is object of the study presents her sons problems as a lack of something that differentiates him from others in the educational process. This conception establishes the base for the diagnosis process, and results in a treatment that starts medicalization, blaming the child and his family and justifying the inability to learn at school. The voice of the teachers, unheard during the diagnosis process, denounces that different conceptions of development and learning as well as different beliefs about the students end up in distinguished relations, pedagogical actions and learning possibilities for the pupils. The diagnosis found was achieved without considering the school, which highlights the idea of human development on the basis of this approach, assuming as its starting point that the difficulty belongs to the child. The evaluation included tests in many areas such as psychology, phonoaudiology and neurology; ignoring the results of recent researches that discredit some of these methods for not being related with dyslexia. They also use other methods, which are connected exactly to the motifs why the evaluation was requested at the first place: questions referring to reading and writing ability. Declaring dyslexia crystallizes a movement, a dynamic process that is learning and developing. By this way the diagnosis focuses on the difficulties building up barriers to growth of the subject. Besides those effects related to learning, there are other effects, due to medication, that seems inherent to the diagnosis of dyslexia followed by the one of ADDH. The child lives stigmatized relations at school that contribute to the constitution of his subjectivity, based on the illness and limitations imposed by the diagnostic label
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Books on the topic "Handwriting process"

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Smilkstein, Rita. Tools for writing: Using the natural human learning process. Harcourt Brace College Publishers, 1998.

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Sackheim, Kathryn K. Handwriting analysis and the employee selection process: A guide for human resource professionals. Quorum Books, 1990.

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A, Fink Gernot, and SpringerLink (Online service), eds. Markov Models for Handwriting Recognition. Thomas Plötz, 2011.

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Schenkel, Markus E. Handwriting recognition using neural networks and hidden Markov models. Hartung-Gorre, 1995.

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Sonja, Neef, Dijck José van, and Ketelaar F. C. J, eds. Sign here!: Handwriting in the age of new media. Amsterdam University Press, 2006.

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Studies, Key. Cursive Handwriting Workbook for Kids: Practice Cursive Handwriting in a Step by Step Process That Allows You to Learn Letters, Words, and Sentences. Independently Published, 2020.

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Conway, Allan. Secrets of Your Handwriting. Pavilion Books, 2015.

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Fink, Gernot A., and Thomas Plötz. Markov Models for Handwriting Recognition. Springer, 2012.

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Sign here!: Handwriting in the age of new media. Amsterdam University Press, 2006.

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(Editor), Sonja Neef, Jose van Dijck (Editor), and Eric Ketelaar (Editor), eds. Sign Here!: Handwriting in the Age of New Media. Amsterdam University Press, 2006.

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Book chapters on the topic "Handwriting process"

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Harralson, Heidi H., and Larry S. Miller. "Fundamentals of the Identification Process." In Huber and Headrick’s Handwriting Identification. CRC Press, 2017. http://dx.doi.org/10.4324/9781315152462-5.

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Slim, Mohamed Aymen, Maroua El Kastouri, Afef Abdelkrim, and Mohamed Benrejeb. "Hybrid Validation of Handwriting Process Modelling." In Neural Information Processing. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-34481-7_10.

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Côté, Emily, Helen L. Breadmore, and S. Hélène Deacon. "It's About the Process, Not Perfection." In Routledge International Handbook of Visual-motor skills, Handwriting, and Spelling. Routledge, 2023. http://dx.doi.org/10.4324/9781003284048-6.

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Fatma, Atika, and Shivam Tiwari. "Study of Health Quality Coinciding with the Handwriting Process." In Intelligent Internet of Things for Smart Healthcare Systems. CRC Press, 2023. http://dx.doi.org/10.1201/9781003326182-14.

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Mamta and Gurpreet Singh. "An Automatic Process of Online Handwriting Recognition and Its Challenges." In Lecture Notes in Networks and Systems. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60935-0_35.

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Berry, Vanessa. "Scraps and Maps: Handwriting and Drawing as Early-Stage Process Methods for Autobiography." In Teaching Life Writing. Routledge, 2024. http://dx.doi.org/10.4324/9781003486268-5.

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Yano, Jinya, and Hiroyuki Fujioka. "Optimal Compressing and Decompressing Digital-Ink Handwriting via Sparse Gaussian Process Regression and Dynamic Programming." In Advances on Broad-Band and Wireless Computing, Communication and Applications. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-46784-4_35.

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De Francesco, Elisa, Giuliana Lentini, Barbara Caravale, and Carlo Di Brina. "Poor Handwriting in Children with and Without DCD: Exploring the Relationship Between Product and Process Characteristics." In Communications in Computer and Information Science. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-83845-3_2.

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O’Shea, Enda, Marco Krumrey, Daniel Sami Mitwalli, Sebastian Teumert, and Tiziana Margaria. "From Data Science to Modular Workflows Changing Perspectives from Data to Platform: DBDIrl 1864-1922 Case Study." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-73741-1_6.

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AbstractMany historical data collections foot on handwritten documents and registers, whose consultation is often very difficult due to the conservation state of the physical artefacts, and whose comprehension is also made difficult by the handwriting, difficult to interpret, and the language used, different from the modern terminology. Therefore significant research efforts by historians, demographers, population health scientists and others have been started in the past with the aim of making such data collections digitally available, first on the basis of images and then as readily available repositories of transcribed data in electronically queryable formats. For the purpose of extracting data from the Irish Civil registers of deaths in the DBDIrl 1864-1922 project (https://www.dbdirl.com), an AI-ML Data Analytics Pipeline was proposed as a working approach validated on a subset of the data. However, the pipeline requires manual steps and it is not applicable as is on similar datasets without significant modifications to its inner workings.We are currently transforming this prototyped, single purpose product to a modular, fully automated workflow, intended to be used and reconfigured for new data in a low-code/no-code fashion by domain experts like historians. We explain our adopted analysis and refactoring process, illustrate it on part of the pipeline, including how we faced obstacles and handled pitfalls. We also evaluate its potential to become a methodical approach to transforming an interactive program to a fully automated process, in a low-code/no-code workflow style, that can be easily reused, reconfigured and extended to be able to tailor it to other datasets as needed.
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"The Fundamentals of the Identification Process." In Handwriting Identification. CRC Press, 1999. http://dx.doi.org/10.1201/9781420048773.ch5.

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Conference papers on the topic "Handwriting process"

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Gowthami, V., G. Sneha, B. P. Bhuvana, and A. Jemima Havila Catherine. "Handwriting text recognition using neural network." In 3RD PROCESS SYSTEMS ENGINEERING & SAFETY (PROSES) SYMPOSIUM 2023. AIP Publishing, 2025. https://doi.org/10.1063/5.0268494.

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Slim, Mohamed Aymen, Afef Abdelkrim, and Mohamed Benrejeb. "RBF neural networks for handwriting process modelling." In 2011 International Conference of Soft Computing and Pattern Recognition (SoCPaR). IEEE, 2011. http://dx.doi.org/10.1109/socpar.2011.6089274.

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Joutel, Guillaume, Veronique Eglin, and Hubert Emptoz. "Generic scale-space process for handwriting documents analysis." In 2008 19th International Conference on Pattern Recognition (ICPR). IEEE, 2008. http://dx.doi.org/10.1109/icpr.2008.4761827.

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El Kastouri, Maroua, Afef Abdelkrim, and Mohamed Benrejeb. "Linearisation of a continuous model of handwriting process." In 2016 4th International Conference on Control Engineering & Information Technology (CEIT). IEEE, 2016. http://dx.doi.org/10.1109/ceit.2016.7929120.

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Badri, Meriam, Ines Chihi, Lilia Sidhom, and Afef Abdelkrim. "Observer approach for fault detection of the handwriting process." In 2016 4th International Conference on Control Engineering & Information Technology (CEIT). IEEE, 2016. http://dx.doi.org/10.1109/ceit.2016.7929091.

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Doss, K. R. Srikanth. "Novel Method for Handwriting Recognition Using a Variant of Decision Trees." In 2011 International Conference on Process Automation, Control and Computing (PACC). IEEE, 2011. http://dx.doi.org/10.1109/pacc.2011.5979012.

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Amin, M. M., H. B. Zaman, and A. Ahmad. "Visual haptic approach complements learning process of Jawi handwriting skills." In 2013 5th International Conference on Information and Communication Technology for the Muslim World 2013 (ICT4M). IEEE, 2013. http://dx.doi.org/10.1109/ict4m.2013.6518888.

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Ikegami, Kenshin, and Yukio Ohsawa. "Modeling of Writing and Thinking Process in Handwriting by Digital Pen Analysis." In 2014 IEEE International Conference on Data Mining Workshop (ICDMW). IEEE, 2014. http://dx.doi.org/10.1109/icdmw.2014.85.

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Narvaez, Rosendo. "Towards Automating the Process of Identifying and Monitoring Deficiencies in the Handwriting of Preschool Children." In IDC '24: Interaction Design and Children. ACM, 2024. http://dx.doi.org/10.1145/3628516.3659857.

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Lin, Tzu-Shin, and Chieh-Ning Lan. "A Preliminary Investigation of the Handwriting Development Process of the Taiwanese Children with Written Language Disorders." In World Congress on Special Needs Education. Infonomics Society, 2021. http://dx.doi.org/10.20533/wcsne.2021.0007.

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Reports on the topic "Handwriting process"

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Puyjarinet, Frédéric, Yves Chaix, and Maelle Biotteau. Is there a deficit in the product and process of handwriting in children with attention-deficit hyperactivity disorder? A systematic review and recommendations for future research. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.12.0002.

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