Here's how I write-Hebrew: Psychometric properties and handwriting self-awareness among schoolchildren with and without dysgraphia

Sarina Goldstand, Debbie Gevir, Renana Yefet, Adina Maeir

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

OBJECTIVE. This study investigated the psychometric properties of the Here's How I Write-Hebrew (HHIW-HE) and compared handwriting self-awareness between children with and without dysgraphia. METHOD. Fifty-eight children (29 with and 29 without dysgraphia) completed the HHIW-HE. Occupational therapists provided corresponding ratings that were based on objective handwriting assessments. Self-awareness was measured through child-therapist consensus. RESULTS. The HHIW-HE has an internal consistency of a 5 .884. Children with dysgraphia rated themselves as significantly more impaired than controls on 6 of 24 HHIW-HE items and on the total score, with medium to large effect sizes (0.37-0.61). Mean child-therapist agreement was significantly higher for the controls than for the research group, t(56) 5 4.268, p 5 .000. CONCLUSION. Results support the HHIW-HE's validity. Children with dysgraphia reported more handwriting difficulties than did controls; however, they tended to overestimate their handwriting abilities.

Original languageAmerican English
Article number7205205060
JournalAmerican Journal of Occupational Therapy
Volume72
Issue number5
DOIs
StatePublished - 2018

Bibliographical note

Publisher Copyright:
© 2018 American Occupational Therapy Association, Inc. All rights reserved.

Fingerprint

Dive into the research topics of 'Here's how I write-Hebrew: Psychometric properties and handwriting self-awareness among schoolchildren with and without dysgraphia'. Together they form a unique fingerprint.

Cite this