Effects of a graphomotor intervention on the Graphic Skills of children: an analysis with the Sigma-Lognormal model

• Autor(a) principal: Matias, Ana Rita
• Data de Publicação: 2022
• Outros Autores: Melo, Filipe, Coradinho, Helena, Fernandes, Orlando, de Broin, Guillaume, Plamondon, Réjean
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10174/33512
• topic: lognormal; intervention; handwriting

One of the most discussed issues in handwriting is the question of when young children are (or not) ready to begin handwriting instruction. Several studies highlight the importance of early detection of grapho motor difficulties to better assist and remediate them in the first years of formal school. Also, it is necessary to understand how children control handwriting movements and its learning strategies. Using the Sigma Lognormal approach, in this study we aim to study the effects of a graphomotor intervention program, in the Graphic Skills accord ing to lognormal parame-ters. Sixty-three children attending the last year of pre-school (25 EG; 30 CG) performed the first nine figures of Beery-Buktenica Developmental Test of Visual-Motor Integration (6th edition) (Beery VMI) on a digitizing tablet. To address the issue re lated with handwriting, forty-seven second graders (20 EG; 21 CG) performed The Concise Assessment method for Children’s Handwriting (BHK), in same conditions above mentioned. A follow-up assessment has been performed six months after the end of graphomotor inter vention program. All participants benefited from 16 sessions (twice a week) of a graphomotor intervention program, divided in small groups (6-8 children/group). Each session lasted for 30 minutes. In general children who benefited from a graphomotor intervention showed better fine movement quality improved with better motor control quality and higher movement fluidi-ty. The maintenance of results after six months was more consistent in preschoolers, be-cause the second-year students are still in a process of handwriting automation.