Using the alphabet task to differentiate between proficient and nonproficient handwriters

Sara Rosenblum

doi:10.2466/PMS.100.3.629-639

Using the alphabet task to differentiate between proficient and nonproficient handwriters

Sara Rosenblum

Department of Occupational Therapy

Research output: Contribution to journal › Review article › peer-review

Abstract

From 10 to 30% of elementary school-aged children have handwriting difficulties. The purpose of this study was to examine whether the Alphabet Task performed on a computerized digitizer system may be used as a screening tool in order to differentiate between nonprofident and proficient writers. Performance on the Alphabet Task was compared for 50 third grade students defined by their teachers as nonproficient writers (M age = 8.7 yr., SD = 0.3) and 50 age- and sex-matched classmates defined as proficient writers (M age = 8.6 yr., SD = 0.4). Analysis indicated significant differences between the two groups in temporal and spatial measures of the Alphabet Task performance, supporting its use in screening for handwriting difficulties. Possible implications of the results for intervention with children with handwriting difficulties are discussed.

Original language	English
Pages (from-to)	629-639
Number of pages	11
Journal	Perceptual and Motor Skills
Volume	100
Issue number	3 I
DOIs	https://doi.org/10.2466/PMS.100.3.629-639
State	Published - Jun 2005

ASJC Scopus subject areas

Experimental and Cognitive Psychology
Sensory Systems

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10.2466/PMS.100.3.629-639

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abstract = "From 10 to 30% of elementary school-aged children have handwriting difficulties. The purpose of this study was to examine whether the Alphabet Task performed on a computerized digitizer system may be used as a screening tool in order to differentiate between nonprofident and proficient writers. Performance on the Alphabet Task was compared for 50 third grade students defined by their teachers as nonproficient writers (M age = 8.7 yr., SD = 0.3) and 50 age- and sex-matched classmates defined as proficient writers (M age = 8.6 yr., SD = 0.4). Analysis indicated significant differences between the two groups in temporal and spatial measures of the Alphabet Task performance, supporting its use in screening for handwriting difficulties. Possible implications of the results for intervention with children with handwriting difficulties are discussed.",

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AB - From 10 to 30% of elementary school-aged children have handwriting difficulties. The purpose of this study was to examine whether the Alphabet Task performed on a computerized digitizer system may be used as a screening tool in order to differentiate between nonprofident and proficient writers. Performance on the Alphabet Task was compared for 50 third grade students defined by their teachers as nonproficient writers (M age = 8.7 yr., SD = 0.3) and 50 age- and sex-matched classmates defined as proficient writers (M age = 8.6 yr., SD = 0.4). Analysis indicated significant differences between the two groups in temporal and spatial measures of the Alphabet Task performance, supporting its use in screening for handwriting difficulties. Possible implications of the results for intervention with children with handwriting difficulties are discussed.

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Using the alphabet task to differentiate between proficient and nonproficient handwriters

Abstract

ASJC Scopus subject areas

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