Here's How I Write-Hebrew: Psychometric Properties and Handwriting Self-Awareness Among Schoolchildren With and Without Dysgraphia / Sarina Goldstand; [i 3 més]Material type: ArticleContent type: text Media type: informàtic Carrier type: recurs en líniaISSN: 02729490.Subject(s): Teràpia Ocupacional a les escoles | Pediatria | Infants | Disfàgia | Trastorns de l'escripturaOnline resources: Accés restringit usuaris EUIT
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|Journal article||Escola Universitària d'Infermeria i Teràpia Ocupacional de Terrassa Internet||En línia||Link to resource||Exclòs de préstec||0001017274026|
Here?s How I Write?Hebrew (HHIW?HE)
Hebrew Handwriting Evaluation (HHE) (Erez & Parush)
Brief Assessment Tool for Handwriting (BATH) (Lifshitz & Parush)
Sarina Goldstand; Debbie Gevir; Renana Yefet; Adina Maeir
OBJECTIVE. This study investigated the psychometric properties of the Here's How I Write--Hebrew (HHIW--HE) and compared handwriting self-awareness between children with and without dysgraphia. METHOD. Fifty-eight children (29 with and 29 without dysgraphia) completed the HHIW--HE. Occupational therapists provided corresponding ratings that were based on objective handwriting assessments. Selfawareness was measured through child--therapist consensus. RESULTS. The HHIW--HE has an internal consistency of a 5 .884. Children with dysgraphia rated themselves as significantly more impaired than controls on 6 of 24 HHIW--HE items and on the total score, with medium to large effect sizes (0.37-0.61). Mean child--therapist agreement was significantly higher for the controls than for the research group, t(56) 5 4.268, p 5 .000. CONCLUSION. Results support the HHIW--HE's validity. Children with dysgraphia reported more handwriting difficulties than did controls; however, they tended to overestimate their handwriting abilities.