دوره 6، شماره 1 - ( 6-1387 )                   جلد 6 شماره 1 صفحات 39-46 | برگشت به فهرست نسخه ها


XML English Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Hadavandkhani F, Bahrami H, Behnia F, Farahbod M, Salehi M. Handwriting Difficulties: Introducing an Instrument. IRJ. 2008; 6 (1) :39-46
URL: http://irj.uswr.ac.ir/article-1-36-fa.html
Handwriting Difficulties: Introducing an Instrument. مجله انگلیسی زبان توانبخشی. 1387; 6 (1) :39-46

URL: http://irj.uswr.ac.ir/article-1-36-fa.html


چکیده:   (6423 مشاهده)

Objectives: The main purpose of this study is to produce an instrument for handwriting evaluation and to execute it on mentally retarded (MR) students.

Methods: This was a descriptive, cross-sectional, and relationship study. 126 MR students (53 girls and 73 boys) ranging from 9 to 19 years old (13.23±2.17) from two exceptional children schools in shahr-e-rey participated in this study. A handwriting checklist made by the researcher was executed on all students. Data were analyzed by U-Mann whitney, one-way ANOVA, and Spearman rank correlation.

Results: The test showed there isn’t a significant relationship between handwriting and laterality (P=0.196), sex (P=0.487) and age (P=0.449). There is a significant relationship between handwriting and grade (r=0.448, P<0.005), but no significant difference was seen between different grades. “separate writing” caused minimum legibility (81%), and “spacing” was damaged at the least (34.9%).

Discussion: The frequency of handwriting difficulties in MR students showed that the necessity of professional attention in exceptional schools.

متن کامل [PDF 334 kb]   (1608 دریافت)    
نوع مطالعه: پژوهشي |
دریافت: ۱۳۸۷/۴/۱۵ | پذیرش: ۱۳۸۷/۵/۲۰ | انتشار: ۱۳۸۷/۶/۱۱

Designed & Developed by : Yektaweb