Sparaci Laura, Fantasia Valentina, Bonsignori Chiara, Provenzale Cecilia, Formica Domenico, Taffoni Fabrizio
Institute of Cognitive Sciences and Technologies (ISTC), National Research Council (CNR) of Italy, Via Nomentana 56, 00161 Rome, Italy.
Department of Philosophy and Cognitive Science, Faculties of the Humanities and Theology, Lund University, Lund, Sweden.
Read Writ. 2025;38(5):1409-1434. doi: 10.1007/s11145-024-10562-3. Epub 2024 Jun 20.
A growing number of primary school students experience difficulties with grapho-motor skills involved in handwriting, which impact both form and content of their texts. Therefore, it is important to assess and monitor handwriting skills in primary school via standardized tests and detect specific grapho-motor parameters (GMPs) which impact handwriting legibility. Multiple standardized tools are available to assess grapho-motor skills in primary school, yet little is known on between-test agreement, on impact of specific GMPs on children's overall performance and on which GMPs may be specifically hard to tackle for children that are starting to consolidate their handwriting skills. These data would be extremely relevant for clinicians, therapists and educators, who have to choose among different assessment tools as well as design tailored intervention strategies to reach adequate performance on different GMPs in cases of poor handwriting. To gain better understanding of currently available standardized tools, we compared overall performance of 39 Italian primary school children (19 second graders and 20 third graders) experiencing difficulties with handwriting on three standardized tests for grapho-motor skills assessment and explored the impact of individual GMPs on child performance. Results showed some agreement between tests considering all children in our sample, but no agreement in second grade and only limited agreement in third grade. Data also allowed highlighting significant correlations between some GMP scores and children's overall performance in our sample. Finally, children in our sample appeared to experience specific difficulties with some GMPs, such as letter joins and alignment.
越来越多的小学生在涉及书写的书写运动技能方面遇到困难，这影响了他们文本的形式和内容。因此，通过标准化测试评估和监测小学阶段的书写技能，并检测影响书写清晰度的特定书写运动参数（GMPs）非常重要。有多种标准化工具可用于评估小学阶段的书写运动技能，但对于测试间的一致性、特定GMPs对儿童整体表现的影响以及哪些GMPs对于开始巩固书写技能的儿童可能特别难以解决，人们了解甚少。这些数据对于临床医生、治疗师和教育工作者极为重要，他们必须在不同的评估工具中进行选择，并设计量身定制的干预策略，以便在书写不佳的情况下在不同的GMPs上达到足够的表现。为了更好地了解当前可用的标准化工具，我们比较了39名有书写困难的意大利小学生（19名二年级学生和20名三年级学生）在三项用于书写运动技能评估的标准化测试中的整体表现，并探讨了各个GMPs对儿童表现的影响。结果显示，考虑到我们样本中的所有儿童，测试之间存在一些一致性，但二年级时不存在一致性，三年级时只有有限的一致性。数据还凸显了我们样本中一些GMP分数与儿童整体表现之间的显著相关性。最后，我们样本中的儿童在一些GMPs方面似乎遇到了特定困难，比如字母连接和对齐。
