Abstract
Finger function tasks designed to elicit soft neurological signs or to measure sensory-motor integration were administered to 100 first-, 100 second- and 100 third-grade children as part of a multivariate study of normal writing acquisition in an unreferred sample. The finger-succession task--a measure of motor planning and programming of complex, sequential movements--had the best reliability and validity for assessing handwriting and composition. However, of the developmental measures, the alphabet task--requiring the child to retrieve and produce alphabet letters in sequence, thereby integrating orthographic symbols and motor output--had the best concurrent validity for assessing handwriting, spelling and composition. The authors recommend that clinicians use the finger-succession and alphabet tasks for early identification of 'at-risk' children in order to prevent severe writing disabilities later in development.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.