Problems in developing functional handwriting
Problems in developing functional handwriting
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DOI：
10.2466/pms.94.2.623-662
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发表时间：
2002-04-01
影响因子：
1.6
通讯作者：
Stefansson, T
中科院分区：
文献类型：
--
作者：
Karlsdottir, R;Stefansson, T
采用纵向实验方法，对407名小学一至五年级儿童的书写质量和速度的发展进行了跟踪研究。通过对书写功能的分析，探讨书写功能障碍的程度和基础。27%的儿童在一年级结束时被归类为功能障碍。在5年级结束时，只有13%的学生被列为此类学生。大多数儿童有足够的感知和运动能力来发展功能性书写。手写速度的功能障碍通常可以追溯到其质量的功能障碍。质量不佳的原因可以追溯到初级手写教学中的个性化不足，导致分配给某些儿童教授某些字母的时间与这些儿童学习这些字母形式所需的时间不匹配。
The development of handwriting quality and speed of 407 primary school children was followed from Grade I 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 1. At the end of Grade 5 only 13%, were so classified. Most children have adequate Perception and motor abilities to develop functional handwriting. Dysfunctional 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.