Abstract：
:This study examines the motor skills and motor-related daily functions of higher education students with and without dysgraphia, and their contribution in predicting handwriting performance. The sample included 82 higher education students aged 20-35 years old. Thirty-four were students without any known developmental disorder (NDD) and 48 students had dysgraphia. We individually administered a test battery evaluating handwriting performance, fine-motor skills, and visual-motor spatial-organization skills. Students also filled out a questionnaire relating to their fine- and gross-motor-related daily functions. Overall, the NDD students had significantly better motor skills and motor-related daily functions. Additionally, the motor skills and daily functions explained 62.9% of the variance in handwriting performance, and they correctly classified 90% of the students into the handwriting performance groups. Yet only visual-motor spatial organization and fine-motor-related daily functions significantly contributed to the fit of the model. These findings suggest that students with dysgraphia continue to encounter handwriting difficulties in higher education. These difficulties are linked to poor motor skills and motor-related daily functions. Therefore, higher education students with dysgraphia may require assistance and accommodations throughout their studies, not only with regard to their academic performance, but also in their motor-related daily functions.
journal_name
Res Dev Disabiljournal_title
Research in developmental disabilitiesauthors
Tal-Saban M,Weintraub Ndoi
10.1016/j.ridd.2019.103479subject
Has Abstractpub_date
2019-11-01 00:00:00pages
103479eissn
0891-4222issn
1873-3379pii
S0891-4222(19)30146-5journal_volume
94pub_type
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journal_title：Research in developmental disabilities
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journal_title：Research in developmental disabilities
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journal_title：Research in developmental disabilities
pub_type： 临床试验,杂志文章
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journal_title：Research in developmental disabilities
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