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Iranian Rehabilitation Journal، جلد ۱۹، شماره ۲، صفحات ۱۴۷-۱۵۶
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| عنوان فارسی |
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| چکیده فارسی مقاله |
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| کلیدواژه‌های فارسی مقاله |
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| عنوان انگلیسی |
Relationship Between Teacher’s and Therapist’s Evaluations on Handwriting Performance in First-grade Children |
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| چکیده انگلیسی مقاله |
Objectives: Handwriting dysfunction may harm children's wellbeing. Therapists and elementary school teachers help to identify and improve children's handwriting performance. The present study aimed to assess the relationship between therapists' assessment and teachers' perception of handwriting performance in first graders. Methods: This cross-sectional study involved (n=31) first-grade students, aged 6-8 years from an international school in Riyadh City, Saudi Arabia. Teachers evaluated the handwriting proficiency using the Handwriting Proficiency Screening Questionnaire (HPSQ), and the explored students were rated as proficient and non-proficient hand writers. Furthermore, therapists assessed students' handwriting proficiency using the Minnesota Handwriting Assessment (MHA) (manuscript & D'Nealian styles) scores. The Mann–Whitney U test was used to assess the differences in MHA scores between proficient and non-proficient hand writers. Moreover, Spearman's correlation coefficient was used to assess the relationship between the scores of MHA and HPSQ. Results: There was a significant difference in all component scores of MHA (except the rate) and both writing styles between the proficient and non-proficient writers (P< 0.05). There was also a significant relationship between the MHA and the HSPQ scores (P< 0.05). However, further analysis of these scales' components suggested no significant association between teachers' and therapists' evaluation of the handwriting speed domain. Discussion: There was a significant relationship between the teacher's and therapist's evaluation of handwriting performance using standardized measures. Thus, therapists should work in collaboration with teachers to identify and treat handwriting difficulties in school children. |
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| کلیدواژه‌های انگلیسی مقاله |
Handwriting, Motor skills, Academic performance, Schoolchildren |
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| نویسندگان مقاله |
| Adel Alhusaini
Department of Rehabilitation Health Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia.
| Ganeswararao Melam
Department of Rehabilitation Health Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia.
| Emad Bakr Takrouni
Department of Rehabilitation Health Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia.
| Faizan Zaffar Kashoo
Department of Rehabilitation Sciences, College of Applied Medical Sciences, Majmaah University, Al-Majma'ah, Saudi Arabia.
| Syamala Buragadda
Department of Rehabilitation Health Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia.
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| نشانی اینترنتی |
http://irj.uswr.ac.ir/browse.php?a_code=A-10-1236-1&slc_lang=en&sid=1 |
| فایل مقاله |
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| کد مقاله (doi) |
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| زبان مقاله منتشر شده |
en |
| موضوعات مقاله منتشر شده |
کاردرمانی |
| نوع مقاله منتشر شده |
پژوهشی |
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