Citations (43)
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Read on this site (10)
Karen Ray, Kerry Dally & Alison E. Lane. (2022) Impact of A Co-taught Handwriting Intervention for Kindergarten Children in A School Setting: A Pilot, Single Cohort Study. Journal of Occupational Therapy, Schools, & Early Intervention 15:3, pages 244-264.
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Aimee Piller & Elizabeth Torrez. (2019) Defining Occupational Therapy Interventions for Children with Fine Motor and Handwriting Difficulties. Journal of Occupational Therapy, Schools, & Early Intervention 12:2, pages 210-224.
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Jane Studeny, Elyssa Weber, Brian C. Kavanaugh, Jennifer A. Dupont-Frechette, Perrin P. Tellock, Isolde D. Maher, Lauren D. Haisley, Kyle McCurdy & Karen A. Holler. (2019) Executive and nonexecutive demands of constructional measures within a children’s psychiatric inpatient setting. Applied Neuropsychology: Child 8:1, pages 40-49.
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Cheng-Hsuan Li, Huey-Min Wu, Bor-Chen Kuo, Yu-Mao Yang, Chin-Kai Lin & Wei-Hsiang Wang. (2018) The validity of computerized visual motor integration assessment using Chinese basic strokes. Interactive Learning Environments 26:8, pages 1074-1089.
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Linda Fung Ling Tse, Andrew Man Hong Siu & Cecilia Wai Ping Li-Tsang. (2018) Screening Out Chinese–English Biliterate Kindergarten Children with Handwriting Difficulties. Journal of Occupational Therapy, Schools, & Early Intervention 11:4, pages 426-439.
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Linda F. L. Tse, Andrew M. H. Siu & Cecilia W. P. Li-Tsang. (2017) Performance on the Developmental Test of Visual-Motor Integration and its supplementary tests: Comparing Chinese and U.S. kindergarten children. Journal of Occupational Therapy, Schools, & Early Intervention 10:4, pages 408-419.
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Melanie E. Fenwick, Hanna A. Kubas, Justin W. Witzke, Kim R. Fitzer, Daniel C. Miller, Denise E. Maricle, Gina L. Harrison, Sarah J. Macoun & James B. Hale. (2016) Neuropsychological Profiles of Written Expression Learning Disabilities Determined by Concordance-Discordance Model Criteria. Applied Neuropsychology: Child 5:2, pages 83-96.
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W. Holmes Finch. (2016) Missing Data and Multiple Imputation in the Context of Multivariate Analysis of Variance. The Journal of Experimental Education 84:2, pages 356-372.
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Heidi Cramm & Mary Egan. (2015) Practice Patterns of School-based Occupational Therapists Targeting Handwriting: A Knowledge-to-Practice Gap. Journal of Occupational Therapy, Schools, & Early Intervention 8:2, pages 170-179.
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Anna Lamb, Mong-Lin Yu, Hao-Ling Chen, Tien-Ni Wang & Ted Brown. Examining the Association Between the Computer-Aided Scoring and Manual Scoring for the Beery Buktenica Developmental Test of Visual Motor Integration (Beery VMI) and Children’s Handwriting Skills: A Convergent Validity Study. Journal of Occupational Therapy, Schools, & Early Intervention 0:0, pages 1-20.
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Articles from other publishers (33)
Mahsa Kheirollahzadeh, Mehdi Alizadeh Zarei, Seyed Hassan Saneii & Akram Azad. (2023) Persian Handwriting Assessment Tool: Reliability in Students with Specific Learning Disorders. Middle East Journal of Rehabilitation and Health Studies In Press:In Press.
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Helena Coradinho, Filipe Melo, Gabriela Almeida, Guida Veiga, José Marmeleira, Hans-Leo Teulings & Ana Rita Matias. (2023) Relationship between Product and Process Characteristics of Handwriting Skills of Children in the Second Grade of Elementary School. Children 10:3, pages 445.
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Liat Hen-Herbst & Sara Rosenblum. (2022) Handwriting and Motor-Related Daily Performance among Adolescents with Dysgraphia and Their Impact on Physical Health-Related Quality of Life. Children 9:10, pages 1437.
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Boram No & Naya Choi. (2022) Writing Development of Children before Entering Primary School: Focusing on Graphomotor Skills and Written Expression. Korean Journal of Child Studies 43:1, pages 47-59.
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Ana Rita Matias, Filipe Melo, Helena Coradinho, Orlando Fernandes, Guillaume de Broin & Réjean Plamondon. 2022. Intertwining Graphonomics with Human Movements. Intertwining Graphonomics with Human Movements
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Boram No & Naya Choi. (2021) Differences in Graphomotor Skills by the Writing Medium and Children’s Gender. Education Sciences 11:4, pages 162.
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Livia Taverna, Marta Tremolada, Barbara Tosetto, Liliana Dozza & Zanin Scaratti Renata. (2020) Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders: A Kinematic Pilot Study. Children 7:4, pages 27.
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Narges Rashidi, Hamid Salehi & Shila Safavi Homami. (2020) Relationship between Legibility and Speed of Handwriting with Underlying Perceptual-Motor Functions in Persian Language Students. Research in Sport Management & Motor Behavior 9:18, pages 36-51.
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Miri Tal-Saban & Naomi Weintraub. (2019) Motor functions of higher education students with dysgraphia. Research in Developmental Disabilities 94, pages 103479.
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Laurence Séraphin Thibon, Guillaume Barbier, Coriandre Vilain, Thomas R. Sawallis, Silvain Gerber & Sonia Kandel. (2019) Investigating how children produce rotation and pointing movements when they learn to write letters. Human Movement Science 65, pages 15-29.
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Sophia Vinci-Booher, Hu Cheng & Karin H. James. (2019) An Analysis of the Brain Systems Involved with Producing Letters by Hand. Journal of Cognitive Neuroscience 31:1, pages 138-154.
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Chisa Ikeda, Sonomi Nakajima, Toshio Ohyanagi, Yuji Nakamura & Yasuhito Sengoku. (2019) The Influence of Physical Function on Drawing Performance and Drawing Motion in Clumsy Children. Asian Journal of Occupational Therapy 15:1, pages 37-44.
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Charlotte Sullivan, Helen Lynch & Amanda Kirby. (2018) Does visual perceptual testing correlate with caregiver and teacher reported functional visual skill difficulties in school-aged children?. Irish Journal of Occupational Therapy 46:2, pages 89-105.
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Cecilia W. P. Li‐Tsang, Tim M. H. Li, Mandy S. W. Lau, Amy G. W. Lo, Choco H. Y. Ho & Howard W. H. Leung. (2018)
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Abeer Salameh-Matar, Naser Basal & Naomi Weintraub. (2019) Relationship between body functions and Arabic handwriting performance at different acquisition stages. Canadian Journal of Occupational Therapy 85:5, pages 418-427.
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Thibault Asselborn, Arzu Guneysu, Khalil Mrini, Elmira Yadollahi, Ayberk Ozgur, Wafa Johal & Pierre Dillenbourg. (2018) Bringing letters to life. Bringing letters to life.
Tamer Abou-El-Saad, Omayma Afsah, Hemmat Baz & Walaa Shaaban. (2017) The relationship between visual—motor integration and handwriting skills in Arabic-speaking Egyptian children at the age of 4–6 years. The Egyptian Journal of Otolaryngology 33:4, pages 663-669.
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Shao-Hsia Chang & Nan-Ying Yu. (2017) Visual and Haptic Perception Training to Improve Handwriting Skills in Children With Dysgraphia. The American Journal of Occupational Therapy 71:2, pages 7102220030p1-7102220030p10.
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Anna Lesniak, Izabela Herman-Sucharska, Małgorzata Klimek, Paulina Karcz, Anna Kubatko-Zielińska, Magdalena Nitecka, Grażyna Dutkowska, Bożena Romanowska-Dixon & Przemko Kwinta. (2017) Microstructure changes of occipital white matter are responsible for visual problems in the 3–4-year-old very low birth weight children. Indian Journal of Ophthalmology 65:6, pages 493.
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Tzu-I Lee, Tsu-Hsin Howe, Hao-Ling Chen & Tien-Ni Wang. (2016) Predicting Handwriting Legibility in Taiwanese Elementary School Children. The American Journal of Occupational Therapy 70:6, pages 7006220020p1-7006220020p9.
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Mellissa Prunty, Anna L. Barnett, Kate Wilmut & Mandy Plumb. (2016) Visual perceptual and handwriting skills in children with Developmental Coordination Disorder. Human Movement Science 49, pages 54-65.
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Ted Brown & Julia Link. (2015) The association between measures of visual perception, visual-motor integration, and in-hand manipulation skills of school-age children and their manuscript handwriting speed. British Journal of Occupational Therapy 79:3, pages 163-171.
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Talitha Harris-Brown, Janet Richmond, Sebastian Della Maddalena & Alinta Jaworski. (2015) A Comparison of the Handwriting Abilities of Secondary Students with Visual Impairments and those of Sighted Students. Journal of Visual Impairment & Blindness 109:5, pages 402-412.
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Laura Sparaci, Domenico Formica, Francesca Romana Lasorsa, Luigi Mazzone, Giovanni Valeri & Stefano Vicari. (2015) Untrivial Pursuit: Measuring Motor Procedures Learning in Children with Autism. Autism Research 8:4, pages 398-411.
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Cecilia W. P. Li-Tsang, Agnes S. K. Wong, Linda F. L. Tse, Hebe Y. H. Lam, Viola H. L. Pang, Cathy Y. F. Kwok & Maggie W. S. Lin. (2015) The Effect of a Visual Memory Training Program on Chinese Handwriting Performance of Primary School Students with Dyslexia in Hong Kong. Open Journal of Therapy and Rehabilitation 03:04, pages 146-158.
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Eulalia María Amador Rodero & Leslie Piedad Montealegre Esmeral. (2015) Asociación entre la integración visomotora y el desarrollo de la motricidad fina en niños de tres a cinco años. Revista Colombiana de Médicina Física y Rehabilitación 25:1, pages 34-40.
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Huey-Min Wu, Chin-Kai Lin, Yu-Mao Yang & Bor-Chen Kuo. (2015) The development and discussion of computerized visual perception assessment tool for Chinese characters structures — Concurrent estimation of the overall ability and the domain ability in item response theory approach. Research in Developmental Disabilities 36, pages 447-458.
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Yafit Gilboa, Naomi Josman, Aviva Fattal-Valevski, Hagit Toledano-Alhadef & Sara Rosenblum. (2014) Underlying mechanisms of writing difficulties among children with Neurofibromatosis type 1. Research in Developmental Disabilities 35:6, pages 1310-1316.
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Ji Hye Yoon, HyangHee Kim, JungWan Kim, Eunjeong Park & Soo Ryon Kim. (2014) Size variability of handwriting in healthy Korean older adults. Geriatrics & Gerontology International 14:2, pages 458-463.
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Cherie J. Duval-White, Tracy Jirikowic, Dianne Rios, Jean Deitz & Heather Carmichael Olson. (2013) Functional Handwriting Performance in School-Age Children With Fetal Alcohol Spectrum Disorders. The American Journal of Occupational Therapy 67:5, pages 534-542.
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Margaret Wallen, Sharon Duff, Traci-Anne Goyen & Elspeth Froude. (2013) Respecting the evidence: Responsible assessment and effective intervention for children with handwriting difficulties. Australian Occupational Therapy Journal, pages n/a-n/a.
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Tinneke Hellinckx, Herbert Roeyers & Hilde Van Waelvelde. (2013) Predictors of handwriting in children with Autism Spectrum Disorder. Research in Autism Spectrum Disorders 7:1, pages 176-186.
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Songül Atasavun Uysal & Esra Aki. (2012) Relationship between Writing Skills and Visual-Motor Control in Low-Vision Students. Perceptual and Motor Skills 115:1, pages 111-119.
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