Exploring the Relationship Between Handwriting Legibility and Praxis in Third and Fourth Grade Students.
Background. Research suggests praxis and sensory integration contributes to handwriting legibility in primary students. However, little research has demonstrated performance-based measures of praxis and its relationship to handwriting legibility. This study examined performance-based praxis skills o...
| Publicado en: | Open Journal of Occupational Therapy (OJOT) Vol. 13; no. 1; pp. 1 - 12 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Open Journal of Occupational Therapy
Winter2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=182587999&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 182587999 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 21686408 HDL1 jtl: Open Journal of Occupational Therapy (OJOT) issn: 21686408 maglogo: N pubinfo: dt: Winter2025 vid: 13 iid: 1 pid: 94241 pub: Open Journal of Occupational Therapy place: Kalamazoo, Michigan artinfo: ui: 182587999 182587999 182587999 10.15453/2168-6408.2285 182587999 ppf: 1 ppct: 11 formats: fmt: @attributes: type: P tig: atl: Exploring the Relationship Between Handwriting Legibility and Praxis in Third and Fourth Grade Students. aug: au: Donica, Denise K. Beck, Larymi Mumford, Kathryn affil: East Carolina University - USA sug: subj: Handwriting Evaluation Sensory Motor Integration Students, Elementary Pediatric Occupational Therapy Human Male Female Child Cross Sectional Studies Scales Mann-Whitney U Test Descriptive Statistics Child: 6-12 years Male Female ab: Background. Research suggests praxis and sensory integration contributes to handwriting legibility in primary students. However, little research has demonstrated performance-based measures of praxis and its relationship to handwriting legibility. This study examined performance-based praxis skills of third and fourth grade students with and without handwriting difficulties (HD). Method: Handwriting legibility and praxis were examined in 33 third and fourth grade students at a local primary school using the Handwriting Legibility Scale and five praxis tests from the Evaluation in Ayres Sensory Integration. Participants were categorized into two groups based on their handwriting legibility scores: students with HD (n = 6) and students without HD (n = 27). Mann-Whitney U and effect size r was calculated to compare the two groups. Results: Students with HD had significantly lower scores on three areas of praxis (positions, sequences, and ocular praxis); pAreas without significant differences include ideation and following directions. Conclusion: Overall, preliminary data support a relationship between praxis and handwriting legibility, which supports the need to evaluate praxis skills to inform occupational therapy interventions for students with handwriting difficulties. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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