Changes in speed and legibility of handwriting due to differences in instructions

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Other Title
  • 異なる教示を用いた視写課題における書字速度と判読性（legibility）の変化
  • コトナル キョウジ オ モチイタ シシャカダイ ニ オケル ショジ ソクド ト ハンドクセイ(legibility)ノ ヘンカ

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Abstract

To achieve better instructions and reasonable accommodation for children with writing difficulties, it is important to assess their handwriting skills ─ the externalization of recalled representations by hands ─ separately from their writing skills, including recalling letter representations. In the present study, we investigated changes in handwriting skills through copy tasks with different instructions in order to get a basic understanding of the indexes of handwriting skills. Thirty-one students (14 boys and 17 girls) of grades 3-5 with no writing difficulties participated in this study. We assessed the number of written letters, legibility, and changes in indexes upon getting different instructions, which emphasized either speed or legibility. The number of letters increased with grades under both instructions, while no difference in legibility was found. For all grades, changes in the number of letters and legibility were caused by different instructions, but the degree of changes varied among individuals. The degree of changes was correlated with the number of letters under the instruction emphasizing speed, and it indicates that children who could write faster showed greater changes depending on instructions. The results of this study show that under any type of instructions, writing speed is a good index of childrenʼs handwriting skill. Moreover, inducing changes in the writing speed and legibility due to different instructions may make an assessment multiperspective.

Journal

  • 子ども発達臨床研究

    子ども発達臨床研究 13 49-57, 2019-03-25

    Research and Clinical Center for Child Development, Faculty of Education, Hokkaido University

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