Sarina Goldstand, Debbie Gevir, Renana Yefet, Adina Maeir; Here’s How I Write–Hebrew: Psychometric Properties and Handwriting Self-Awareness Among Schoolchildren With and Without Dysgraphia. Am J Occup Ther 2018;72(5):7205205060p1-7205205060p9. doi: 10.5014/ajot.2018.024869.
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© 2019 American Occupational Therapy Association
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 α = .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) = 4.268, p = .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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