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.
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