Initial validation of the handwriting proficiency screening questionnaire (HPSQ-C) translated to Spanish

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Reading and Writing Pub Date : 2024-08-21 DOI:10.1007/s11145-024-10579-8

Dulce Romero-Ayuso, Garbiñe Guerra-Begoña, Laura Marco-Miralles, José Matías Triviño-Juárez, Sonia Pérez-Rodríguez, Carmen Vidal-Ramírez, Abel Toledano-González, Sara Rosenblum

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Abstract

Handwriting is a perceptual-motor skill encompassing a series of psychomotor skills related to academic performance. The main aim of this study was to translate and study the psychometric properties of the Handwriting Proficiency Screening Questionnaire for Children (HPSQ-C) for the Spanish population. A study was conducted on a final sample of 164 children from the 1st to 5th year of primary school (mean age 8.46 ± 1.14 years). Construct validity was examined using confirmatory factor analysis (CFA). The Spanish version of HPSQ-C required a change in items 3 and 5. The CFA showed three factors: (1) physical and emotional well-being; (2) performance time; and (3) legibility. The internal consistency of the Spanish version of the HPSQ-C was lower than satisfactory (ω = 0.68). The goodness of fit measures for the factor structure of HPSQ-C’s Spanish version was < 0.001 and the CFI was 1, which suggests a good fit. The psychometric analysis confirmed the HPSQ-C Spanish version’s internal consistency and construct validity. HPSQ-C provides a unique opportunity to evaluate handwriting from the child’s perspective.

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初步验证翻译成西班牙语的手写能力筛查问卷（HPSQ-C）

手写是一种感知运动技能，包含一系列与学习成绩相关的心理运动技能。本研究的主要目的是翻译并研究西班牙儿童手写能力筛查问卷（HPSQ-C）的心理测量特性。研究的最终样本为 164 名小学一至五年级的儿童（平均年龄为 8.46±1.14 岁）。研究采用确证因子分析（CFA）对结构效度进行了检验。西班牙文版的 HPSQ-C 需要对第 3 和第 5 项进行修改。CFA 显示了三个因子：(1) 身心健康；(2) 表现时间；(3) 可读性。西班牙文版 HPSQ-C 的内部一致性低于令人满意的水平（ω = 0.68）。西班牙文版 HPSQ-C 的因子结构拟合优度为 0.001，CFI 为 1，表明拟合良好。心理测量分析证实了 HPSQ-C 西班牙语版的内部一致性和构建有效性。HPSQ-C 为从儿童的角度评估笔迹提供了一个独特的机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Reading and Writing Multiple-

CiteScore

5.20

自引率

16.00%

发文量

期刊介绍： Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.