A Study On The Handwriting Characteristics And Intervention Of Chinese Students With Dysgraphia

Dysgraphia is a specific of learning disability in which handwriting skills are lower than the expected level of individual age and cognitive level.It is mainly characterized by in scribbling,improper positioned stroke parts,overly large or small fonts that make handwriting works illegible,and slow handwriting speed.For school-age children,fluent and clear handwriting skills are of great significance for language expression,communication,and recording,as well as individual academic achievements and mental health development.Previous studies have shown that the visual motor ability of Chinese students with dysgraphia affects the handwriting performance.It is helpful to explore effective strategies to improve their handwriting skills to study the handwriting performance and characteristics of Chinese students with dysgraphia.In this study,an assessment tool for Chinese handwriting ability of second-year students was developed,and the handwriting characteristics of Chinese students with dysgraphia were deeply analyzed.On this basis,a multiple-component intervention package of Chinese characters based on multi-sensory training is designed,a comparative experimental study was conducted to test the intervention effect of multiple-component intervention package of Chinese characters on the handwriting ability of Chinese students with dysgraphia,so as to enrich the related research on Chinese dysgraphia.In the first study,the handwriting characteristics of Chinese students with dysgraphia were investigated by using the self-designed Chinese Handwriting Ability Test.On the basis of previous studies,the test set up five tasks: copying familiar words,copying unfamiliar words,dictation,writing in order of strokes and spontaneous writing.It is found that the test has good reliability and validity.First of all,according to the evaluation criteria for dysgraphia,students with dysgraphia were selected from the second grade students in primary school,and the data of the Chinese handwriting ability test of the selected students with dysgraphia were analyzed.Through the analysis of the data results,the scores,total scores and handwriting speed of the students with dysgraphia were compared.Secondly,through the analysis of the handwriting products of students with dysgraphia,the frequency of this problem is counted from three aspects: typo,readability,missing words and pinyin substitution.Finally,by observing the handwriting process of students with dysgraphia,we can understand the sitting posture and pen-holding posture of students,so as to deeply analyze the characteristics of Chinese handwriting of students with dysgraphia.Through the analysis of the research results,we can find the following four conclusions: first,Chinese students with dysgraphia have improper stroke cohesion and length,and the font is poor in legibility,large and small;Secondly,the handwriting errors of Chinese students with dysgraphia are mostly manifested in the structural level of parts such as incorrect position and disproportionate size of parts,and more homophones and similar shapes;Thirdly,Chinese students with dysgraphia don’t copy Chinese characters too fast or too slowly.Fourthly,students with Chinese dysgraphia have poor handwriting habits,and there are more problems in pen holding posture and sitting posture.In the second study,a randomized controlled experiment was conducted to study the Chinese handwriting skills of students with dysgraphia,and the pre-test and post-test were used to test the effectiveness of the multiple-component intervention package of Chinese characters based on multi-sensory training.Sixteen second-year students with dysgraphia were selected as the research object,and they were divided into experimental group and control group through ability matching.Based on the above research conclusions,the following three suggestions are put forward:First,pay attention to the development of handwriting skills of Chinese students with dysgraphia;The second is to explore the processing mechanism of Chinese dysgraphia to improve the effectiveness of intervention;Third,the development of scientific Chinese dysgraphia test assessment tools.