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Handwriting performance and perceptu...

Tseng, Mei-Hui.

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Handwriting performance and perceptual-motor abilities in Chinese school-aged children.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Handwriting performance and perceptual-motor abilities in Chinese school-aged children./
作者:	Tseng, Mei-Hui.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1992,
面頁冊數:	180 p.
附註:	Source: Dissertation Abstracts International, Volume: 52-11, Section: B, page: 5766.
Contained By:	Dissertation Abstracts International52-11B.
標題:	Physical therapy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9209515

Handwriting performance and perceptual-motor abilities in Chinese school-aged children.
Tseng, Mei-Hui.

Handwriting performance and perceptual-motor abilities in Chinese school-aged children. - Ann Arbor : ProQuest Dissertations & Theses, 1992 - 180 p.

Source: Dissertation Abstracts International, Volume: 52-11, Section: B, page: 5766.

Thesis (Sc.D.)--Boston University, 1992.

Three studies were conducted on Chinese school-aged children to examine the relationship between handwriting performance and perceptual-motor abilities and to test the construct validity of the Tseng Teacher Handwriting Checklist (TTHC).Subjects--Topical Terms:

588713
Physical therapy.

Handwriting performance and perceptual-motor abilities in Chinese school-aged children.
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245 1 0 $a Handwriting performance and perceptual-motor abilities in Chinese school-aged children.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1992
300 $a 180 p.
500 $a Source: Dissertation Abstracts International, Volume: 52-11, Section: B, page: 5766.
500 $a Major Professor: Anne Henderson.
502 $a Thesis (Sc.D.)--Boston University, 1992.
520 $a Three studies were conducted on Chinese school-aged children to examine the relationship between handwriting performance and perceptual-motor abilities and to test the construct validity of the Tseng Teacher Handwriting Checklist (TTHC).
520 $a Study 1 was a factor analytic study of the TTHC which consisted of 24 items. The TTHC was marked by classroom teachers for each of 214 students from Grades 3 through 5 who were identified by their teachers as having handwriting problems. Results showed that factor loadings were all sufficiently strong to regard the six factors as distinct, well-defined constructs.
520 $a Study 2 was designed to investigate the assumption that poor writers would score more poorly than good writers on tests measuring specific perceptual-motor abilities proposed as subskills of handwriting performance. Seven perceptual-motor tests were administered to 63 poor writers and 42 good writers. Results showed that poor writers did more poorly than good writers on six of the perceptual-motor tests with no differences on the seventh.
520 $a Stepwise regression analysis indicated that among the perceptual-motor measures in question, visual-motor integration, and eye-hand coordination, contributed most to the legibility of handwriting for the total group of writers. However, for poor writers, motor planning contributed most to the legibility of handwriting. In contrast, for good writers, visual perception, contributed most to legibility.
520 $a Study 3 was designed to provide additional information on the construct validity of the TTHC. The TTHC was marked by teachers for 71 children from Grades 3 through 5 who were identified as having severe handwriting problems. Pearson correlation coefficients were generated between scores from three factor composites of the TTHC and scores from four tests measuring specific perceptual-motor skills. All the correlations were low and only two were significant.
590 $a School code: 0017.
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