IS THERE ANY DIFFERENCE IN COMPUTERIZED ANALYSIS OF HANDWRITING SKILLS BETWEEN CHILDREN WITH LOW AND TYPICAL VISION?

Year 2023, Volume: 34 Issue: 3, 340 - 345, 19.12.2023

Songul Atasavun Uysal , Arzu Demircioğlu Karagöz , Mert Doğan , Vesile Yıldız Kabak , Tülin Düger

https://doi.org/10.21653/tjpr.1107176

Abstract

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.

Keywords

Child, Low vision, Performance and Analysis, Task Handwriting

AZ GÖREN VE TİPİK GELİŞİM GÖSTEREN ÇOCUKLAR ARASINDA BİLGİSAYARLI ANALİZDE EL YAZISI BECERİSİ AÇISINDAN FARK VAR MIDIR?

Abstract

Amaç: Çocukların yazma becerilerinin değerlendirilmesi akademik başarıyı etkilediği için büyük önem taşır. Okul çağı az gören çocukların yazma becerilerini değerlendirmek için teknolojik analiz yöntemleri kullanılabilir. Bu vaka kontrol çalışmasının amacı, az gören çocukların bilgisayar programı kullanarak yazma becerilerini analiz etmek ve sonuçlarını normal görmeye sahip tipik gelişim gösteren yaşıtlarıyla karşılaştırmaktır.
Yöntem: Bu çalışmaya okul çağında az gören 18 çocuk ve tipik görsel gelişimi olan 24 çocuk (n=42) katılmıştır. Çocukların her biri 20 kelimelik örnek bir standart cümle yazdı; örnekler daha sonra yazılarının uzamsal ve dinamik özelliklerini tanımlamak için MovAlyzR (Neuroscript LLC, ABD) bilgisayarlı analiz sistemi (versiyon 6.1) kullanılarak analiz edildi.
Sonuçlar: Az gören çocukların yaş ortalaması 9,72±2,11, kontrol grubunun yaş ortalaması ise 10±2,02 idi. Harflerin ortalama genişliği, yatay başlangıç, dikey başlangıç ve uzunluk açısından el yazısı örneklerinde istatistiksel olarak anlamlı farklılıklar bulunmuştur, sırasıyla (p=0.000, p= 0.010,p=0.000, p=0.030). Az gören çocuklarda elde edilen sonuçların bu değişkenlerde daha yüksek olduğu saptanmıştır. Bu sonuç, normal görüşe sahip, tipik gelişim gösteren çocuklar lehinedir.
Tartışma: Sonuçlar, az gören okul çağı çocuklarının tipik görmeye sahip akranlarına göre daha büyük boyutlu harfler yazdıklarını göstermiştir. Bunun nedeni, el yazısı harflerinin uzamsal boyutlarını ayırt etme güçlüğü veya az gören çocuklarda görme keskinliğinin azalması olabilir.

Keywords

Çocuk, Az Görme, Görev Performansı ve Analizi, El Yazısı

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