The cognitive components relating to handwriting performance of students with and without Chinese handwriting difficulties

• Main Authors: Ying-Ti Li, 李瑩玓
• Other Authors: Li-Yu Hung
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/05514600461229091502

碩士 === 國立臺灣師範大學 === 特殊教育研究所 === 89 === Two major purposes of this study were to compare the handwriting performance, error types, skill and attitudes of the third graders with and without handwriting difficulties (HWD in short), and to analyze the cognitive components that relate to handwriting performances. Twenty-three non-dyslexia third graders with HWD and twenty-three grade-match (GM in short) normal students served as subjects. All the participants were measured their handwriting performance which were copying characters, copying a short essay, free writing, and their cognitive abilities included visual-motor integration, attention, visual serial memory, aural memory span, radical recognition, Chinese orthographic rule and phoneme blending tasks. The main findings of this research were stated as follows: 1. The characteristics of handwriting performances: (1) The handwriting speed in copying a short essay was faster than other tasks, copying familiar characters were faster than unfamiliar characters, and near copying unfamiliar characters were faster than far copying unfamiliar characters in GM and HWD groups. The difference between GM and HWD group was that the near copying familiar characters were faster than far copying familiar characters in HWD group but wasn’t found in GM group. (2) The performances of copying characters, copying a short essay and free writing were correlated with each other at significant level in GM group, and the performances of copying characters and copying a short essay were correlated in HWD group. 2. The characteristics of HWD group were observed as follows: irregular word sizes, inconsistent radical sizes and spacing in far copying and copying a short essay, more error characters with non-exist radicals or wrong structures in copying task, more error characters with wrong structures in free writing tasks, and more negative attitudes toward handwritings than GM group. 3. The characteristics of cognitive abilities: (1) The phoneme blending scores of HWD group were significant poor than GM group. (2) The correlation between handwriting performances and cognitive abilities of HWD group was different from GM group. As to the GM group, the copying characters task was correlated with attention and radical recognition, the copying a short essay task was correlated with attention, but the free writing task didn’t correlated with any of the cognitive components; as for the HWD group, the copying characters task was correlated with radical recognition, the copying a short essay task was correlated with radical recognition, phoneme blending and visual serial memory abilities, and the free writing task was correlated with radical recognition and phoneme blending.