Cornhill H, Case-Smith J
Pickerington Local Schools, Ohio, USA.
Am J Occup Ther. 1996 Oct;50(9):732-9. doi: 10.5014/ajot.50.9.732.
This study investigated the relationships between specific performance components, eye-hand coordination, visuomotor integration, in-hand manipulation, and handwriting skill.
A sample of 48 typical first grade students were identified as good and poor handwriters by their teachers. Each child completed the Motor Accuracy Test; the Developmental Test of Visual-Motor Integration (VMI); two tests of in-hand manipulation, including a rotation and a translation task; and the Minnesota Handwriting Test (MHT).
All test scores for the subjects with good handwriting were significantly higher than those of the subjects with poor handwriting. Each performance component test was significantly correlated to MHT scores. Translation, VMI, and rotation scores were significant predictors of MHT scores, accounting for almost 73% of variance. A discriminant analysis using the performance components correctly classified 98% of the students as good or poor handwriters.
In-hand manipulation has significant association to handwriting skill.
本研究调查了特定表现成分、眼手协调、视动整合、手部操作与书写技能之间的关系。
48名典型的一年级学生样本被教师评定为书写好和书写差的学生。每个孩子都完成了运动准确性测试；视动整合发育测试（VMI）；两项手部操作测试，包括旋转和平移任务；以及明尼苏达笔迹测试（MHT）。
书写好的受试者的所有测试分数均显著高于书写差的受试者。每个表现成分测试与MHT分数均显著相关。平移、VMI和旋转分数是MHT分数的显著预测因素，占方差的近73%。使用表现成分进行的判别分析将98%的学生正确分类为书写好或书写差的学生。
手部操作与书写技能有显著关系。
