低视力儿童和正常发育儿童在电脑程序上的手写技能是否存在差异?

S. Atasavun Uysal, A. Demircioğlu, Mert Doğan, V. Yildiz Kabak, T. Düger
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引用次数: 0

摘要

目的:评估儿童的写作能力非常重要,因为这种能力会影响他们的学习成绩。现在可以使用技术分析方法来评估学龄低视力儿童的写作能力。本病例对照研究的目的是利用电脑程序分析低视力儿童的写作能力,并将他们的结果与视力正常、发育正常的同龄人的结果进行比较。 研究方法18名低视能学龄儿童和24名视力发育正常的儿童(42人)参加了本研究。每名儿童都书写了 20 个单词的标准句子样本;然后使用 MovAlyzR(Neuroscript LLC,美国)计算机分析系统(6.1 版)对样本进行分析,以描述其书写的空间和动态特征。 研究结果低视力儿童的平均年龄为(9.72±2.11)岁,对照组为(10±2.02)岁。在字母的平均宽度、水平起始点、垂直起始点和长度方面,两组书写样本分别存在统计学意义上的显著差异(P=0.000、P=0.010、P=0.000、P=0.030)。结果发现,低视力儿童在这些变量方面的成绩较高。这一结果有利于视力正常的发育典型儿童。 结论结果表明,低视力学龄儿童书写的字母尺寸比视力正常的同龄儿童要大。这可能是由于低视力儿童难以辨别手写字母的空间尺寸,也可能是由于低视力儿童的视觉敏锐度较低。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
IS THERE ANY DIFFERENCES IN HANDWRITING SKILLS ON THE COMPUTERIZED PROGRAM BETWEEN CHILDREN WITH LOW VISION AND TYPICALLY DEVELOPED?
Purpose: It is of great importance to evaluate children’s writing skills, as this ability affects their academic achievement. Technological analysis methods can now be used to evaluate the writing skills of school- age children with low vision. The aim of this case- control study is to analyse the writing skills of children with low vision using a computerized program and to compare their results with those of their typically developing peers with normal vision. Methods: Eighteen school-age children with low vision and 24 children with typical visual development (n=42) participated in the present study. Each of the children wrote a 20-word sample standard sentence; the samples were then analysed using the MovAlyzR (Neuroscript LLC, USA) computerized analysis system (version 6.1) to describe the spatial and dynamic characteristics of their writing. Results: The mean age of the children with low vision were 9.72±2.11 years and the control group were 10±2.02 years. Statistically significant differences were found in the handwriting samples in terms of the average width of the letters, horizontal start, vertical start and length, respectively (p=0.000, p= 0.010, p=0.000, p=0.030). It was found that the results obtained in children with low vision were higher in these variables. This result is in favor of typically developing children with normal vision. Conclusion: The results indicated that the school- age children with low vision wrote letters of larger dimensions than their peers with typical vision. This may be due to the difficulty of discerning the spatial dimensions of handwritten letters or because of the diminished visual acuity in children with low vision.
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