Handwriting speed, visual-motor skills, and attitudes toward writing in the context of handwriting legibility of students with learning disabilities

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dc.authorid0000-0001-8277-6213
dc.authorid0000-0003-0436-2765
dc.authorid0000-0003-2933-8198
dc.contributor.authorYakut, Ayşe Dilşad
dc.contributor.authorAkgül, Savaş
dc.contributor.authorŞengül Erdem, Hatice
dc.contributor.otherEğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
dc.date.accessioned2024-11-29T12:47:34Z
dc.date.available2024-11-29T12:47:34Z
dc.date.issued2024
dc.departmentİHÜ, Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
dc.description.abstractMany studies on learning disability (LD) have focused on the reading skills of students; however, many students with LDs struggle with basic handwriting skills, which are fundamental for all ages in school and everyday functioning. The purpose of this study was to examine the handwriting legibility of students with LDs in conjunction with their handwriting speed, visual-motor skills, and attitudes toward writing. The sample included 75 third- to fourth-grade students in a metropolitan city in Türkiye. The assessment task aligned with the research purpose: for the students to copy the Turkish text, copy geometrical figures, and answer questions related to attitudes toward writing. Correlations among variables varied; however, the results confirmed that handwriting speed, visual-motor skills, and attitudes toward writing predicted the handwriting legibility of students with LDs. There are intricate relationships between handwriting speed, visual-motor skills, and attitudes toward writing. The results have implications for research and practice.
dc.identifier.citationYakut, A. D., Akgül, S. ve Şengül Erdem, H. (2024). Handwriting speed, visual-motor skills, and attitudes toward writing in the context of handwriting legibility of students with learning disabilities. Reading and Writing Quarterly, 1-12. https://www.doi.org/10.1080/10573569.2024.2423786
dc.identifier.doi10.1080/10573569.2024.2423786
dc.identifier.endpage16
dc.identifier.issn1057-3569
dc.identifier.scopus2-s2.0-85209581199
dc.identifier.scopusqualityQ1
dc.identifier.startpage1
dc.identifier.urihttps://www.doi.org/10.1080/10573569.2024.2423786
dc.identifier.urihttps://hdl.handle.net/20.500.12154/3130
dc.identifier.wosWOS:001349264200001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorYakut, Ayşe Dilşad
dc.institutionauthorid0000-0001-8277-6213
dc.language.isoen
dc.publisherRoutledge
dc.relation.ispartofReading and Writing Quarterly
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectPrimary-School
dc.subjectGender-Differences
dc.subjectGestalt Test
dc.subjectChildren
dc.subjectCoordination
dc.subjectAchievement
dc.subjectPerformance
dc.subjectQuality
dc.subjectTool
dc.subjectHandwriting Speed
dc.subjectVisual-Motor Skills
dc.subjectWriting
dc.titleHandwriting speed, visual-motor skills, and attitudes toward writing in the context of handwriting legibility of students with learning disabilities
dc.typeArticle
dspace.entity.typePublication
relation.isAuthorOfPublicatione2c73856-df21-49af-902f-8f9903b4e19f
relation.isAuthorOfPublication.latestForDiscoverye2c73856-df21-49af-902f-8f9903b4e19f
relation.isOrgUnitOfPublication5237ecdd-ea50-4c56-a9b2-80a402ceb7be
relation.isOrgUnitOfPublication.latestForDiscovery5237ecdd-ea50-4c56-a9b2-80a402ceb7be

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