Abstract
This study investigated the effect of a visual memory training program on Chinese handwriting performance among primary school students with dyslexia in Hong Kong. Eight students of Grade 2 to 3 who were diagnosed with dyslexia were recruited. All participants received six sessions of training, which composed of 30-minute computerized game-based visual memory training and 30-minute Chinese character segmentation training. Visual perceptual skills and Chinese handwriting performance were assessed before and after the training, as well as three weeks after training using the Test of Visual Perceptual Skills (3rd edition) (TVPS-3) and the Chinese Handwriting Analysis System (CHAS). In comparing the pre- and post-training results, paired t-tests revealed significant improvements in visual memory skills, as well as handwriting speed, pause time and pen pressure after the training. There was no significant improvement in handwriting accuracy or legibility. The improved visual memory and handwriting performance did not show a significant drop at the follow-up assessments. This study showed promising results on a structured program to improve the Chinese handwriting performance, mainly in speed, of primary school children. The improvements appeared to be well-sustained after the training program. There is a need to further study the long-term effect of the program through a randomized controlled trial study.
Highlights
How to cite this paper: Li-Tsang, C.W.P., et al (2015) The Effect of a Visual Memory Training Program on Chinese Handwriting Performance of Primary School Students with Dyslexia in Hong Kong
Significant differences were found in the overall standard scores [t(7) = −5.59, p < 0.01] and the subtest scores of visual discrimination (VD) [t(7) = −2.49, p < 0.05], Visual memory (VM) [t(7) = −2.39, p < 0.05] and figure-ground (FG) [t(7) = −3.33, p < 0.05] before and immediately after the training program (Table 1)
The results shown in the present study advocates that computerized VM training together with training on segmentation techniques is effective in advancing visual memory skills in children
Summary
How to cite this paper: Li-Tsang, C.W.P., et al (2015) The Effect of a Visual Memory Training Program on Chinese Handwriting Performance of Primary School Students with Dyslexia in Hong Kong. Students in Hong Kong start their journey of writing since the preschool age When they are promoted to primary education, over 50% of their time spent in school is involved with handwriting tasks [1]. The prevalence rate of dyslexia depends on the definition and criteria used, with estimates ranging from 3% to 10% [6] [7] Both Chinese and English speakers with dyslexia have been reported to have difficulties with visual processing and working memory [8]-[11]. There is evidence showing that the larger the capacity of VSTM for certain stimuli, the faster these materials can be learned; in other words, the faster they can be put into VLTM [21]
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