Grafomotorické dovednosti. Nové přístupy k diagnostice

Katarína Šafárová, Jiří Mekyska, Tomáš Urbánek, Lukáš Čunek a kol.
Anotace

Název anglicky: Graphomotor skills. New approaches to the diagnosis

Předkládaná publikace se zaměřuje na grafomotorické dovednosti a jejich poruchy a přináší nové možnosti jejich diagnostiky. V úvodu pojednává o různých teoriích psaní a o vývoji grafomotoriky a psaní. Dále definuje poruchy grafomotoriky a vývojové dysgrafie a nabízí přehled diagnostických metod pro hodnocení poruch rukopisu. V závěrečné kapitole autoři představují originální přístup k diagnostice grafomotorických obtíží založený na objektivní analýze online písma. Výsledná „Škála pro hodnocení poruch grafomotoriky a rukopisu“ (GHDRS) umožňuje detailní vyhodnocení zdrojů potíží dítěte. Kniha je určena primárně pracovnicím a pracovníkům v oblasti školského poradenského systému, hlavně speciálním pedagogům a psychologům, ale i dalším zájemcům o grafomotoriku.

Více informací

E-kniha (PDF)

ISBN-13 978-80-280-0257-2
Počet stran 192
Rok vydání 2022
Pořadí vydání 1., elektronické
doi https://doi.org/10.5817/CZ.MUNI.M280-0257-2022

Brožovaná vazba

ISBN-13 978-80-280-0256-5
Formát 170 mm×240 mm
Počet stran 189
Rok vydání 2022
Pořadí vydání 1.

Obecné informace

Klíčová slova grafomotorické dovednosti , psaní , grafomotorické obtíže , diagnostika
Jazyky Čeština
Reference

Abbott, R. D., & Berninger, V. W. (1993). Structural equation modeling of relationships among developmental skills and writing skills in primary– and intermediate-grade writers. Journal of Educational Psychology, 85(3), 478-508. https://psycnet.apa.org/doi/10.1037/0022-0663.85.3.478. https://doi.org/10.1037/0022-0663.85.3.478

Abizeid, C., Tabsh Nakib, A., Younes Harb, C., Ghantous Faddoul, S., & Albaret, J. M. (2017). Handwriting in lebanese bigraphic children: standardization of the BHK scale. Journal of Occupational Therapy, Schools, & Early Intervention, 10(4), 420-435. https://doi.org/10.1080/19411243.2017.1335260

Accardo, A. P., Genna, M., & Borean, M. (2013). Development, maturation and learning influence on handwriting kinematics. Human movement science, 32(1), 136-146. https://doi.org/10.1016/j.humov.2012.10.004

Alstad, Z., Sanders, E., Abbott, R. D., Barnett, A. L., Henderson, S. E., Connelly, V., & Berninger, V. W. (2015). Modes of alphabet letter production during middle childhood and adolescence: Interrelationships with each other and other writing skills. Journal of Writing Research, 6(3), 199-231. https://doi.org/10.17239/jowr-2015.06.03.1

Alston, J. (1985). The handwriting of seven to nine year olds. British Journal of Special Education, 12(2), 68-72. https://doi.org/10.1111/j.1467-8578.1985.tb00609.x

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425787

Amundson, S. J. (1992). Handwriting: evaluation and intervention in school setting. In J. Case-Smith & C. Pehoski (Eds.), Development of hand skills in the child (pp. 63-78). American Occupational Therapy Association.

Amundson, S. J. (1995). Evaluation Tool of Children’s Handwriting: ETCH Examiner’s Manual. OT Kids.

Amundson, S. J., & Weil, M. (1996). Prewriting and handwriting skills. In J. Case-Smith, A.S. Allen & P.N. Pratt (Eds.), Occupational therapy for children (pp. 524-541). Mosby-Yearbook.

Anderson, P. L. (1983). Denver Handwriting Analysis: Manual. Academic Therapy Publications.

Arazi, B. (1983). Automatic handwriting identification based on the external properties of the samples. IEEE Transactions on Systems, Man, and Cybernetics, (4), 635-642. https://doi.org/10.1109/TSMC.1983.6313153

Asselborn, T., Gargot, T., Kidziński, Ł., Johal, W., Cohen, D., Jolly, C., & Dillenbourg, P. (2018). Automated human-level diagnosis of dysgraphia using a consumer tablet. NPJ digital medicine, 1(1), 1-9. https://doi.org/10.1038/s41746-018-0049-x

Ayres, L.P. (1912). A Scale for Measuring the Quality of Handwriting of School Children. Russel Sage Foundation.

Baker, H., & Kellogg, R. (1967). A developmental study of children‘s scribblings. Pediatrics, 40(3), 382-389. https://doi.org/10.1542/peds.40.3.382

Barnett, A. L., Henderson, S. E., Scheib, B., & Schulz, J. (2011). Handwriting difficulties and their assessment in young adults with DCD: extension of the DASH for 17-to 25-year-olds. Journal of Adult Development, 18(3), 114-121. https://doi.org/10.1007/s10804-011-9121-3

Barnett, A. L., Prunty, M., & Rosenblum, S. (2018). Development of the Handwriting Legibility Scale (HLS): A preliminary examination of Reliability and Validity. Research in developmental disabilities, 72, 240-247. https://doi.org/10.1016/j.ridd.2017.11.013

Barnett, A., Henderson, S., Scheib, B., & Schulz, J. (2007). The Detailed Assessment of Speed of Handwriting (DASH). Manual. Pearson Education.

Barnett, A., Henderson, S., Scheib, B., & Schulz, J. (2009). Development and standardization of a new handwriting speed test: The Detailed Assessment of Speed of Handwriting. Teaching and Learning Writing, 6, 137-157. https://doi.org/10.1348/000709909X421937

Barrientos, P. (2017). Handwriting development in Spanish children with and without learning disabilities: A graphonomic approach. Journal of learning disabilities, 50(5), 552-563. https://doi.org/10.1177/0022219416633866

Bartoňová, M. (2005). Edukace žáků se speciálními vzdělávacími potřebami: zaměření na edukaci žáků se specifickými poruchami učení. MSD.

Bednářová, J. (2015). Diagnostika schopností a dovedností v oblasti čtení a psaní. Pedagogicko-psychologická poradna.

Bednářová, J. (2018). Co si tužky povídaly: Grafomotorická cvičení a rozvoj kresby pro děti od 4 do 6 let (2. vydani). Edika.

Bednářová, J., & Šmardová, V. (2010). Školní zralost: co by mělo umět dítě před vstupem do školy. Computer Press.

Bednářová, J., & Šmardová, V. (2021). Rozvoj grafomotoriky. Computer Press.

Beery, K. E. (1997). The Beery-Buktenica developmental test of visual-motor integration (Rev. 4th ed.). Modern Curriculum Press.

Berninger, V. W. (2000). Development of language by hand and its connections with language by ear, mouth, and eye. Topics in Language Disorders, 20(4), 65-84. https://psycnet.apa.org/doi/10.1097/00011363-200020040-00007. https://doi.org/10.1097/00011363-200020040-00007

Berninger, V. W. (2008). Defining and differentiating dysgraphia, dyslexia, and language learning disability within a working memory model. In M. Mody & E. R. Silliman (Eds.), Brain, behavior, and learning in language and reading disorders (pp. 103-134). The Guilford Press.

Berninger, V. W., & Amtmann, D. (2003). Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems: Research into practice. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 345-363). The Guilford Press.

Berninger, V. W., & Rutberg, J. (1992). Relationship of finger function to beginning writing: Application to diagnosis of writing disabilities. Developmental Medicine & Child Neurology, 34(3), 198-215. https://doi.org/10.1111/j.1469-8749.1992.tb14993.x

Berninger, V. W., Vaughan, K. B., Abbott, R. D., Abbott, S. P., Rogan, L. W., Brooks, A., Reed, E., & Graham, S. (1997). Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition. Journal of Educational Psychology, 89(4), 652-666. https://psycnet.apa.org/doi/10.1037/0022-0663.89.4.652. https://doi.org/10.1037/0022-0663.89.4.652

Berninger, V. W., Vaughan, K., Abbott, R. D., Begay, K., Coleman, K. B., Curtin, G., Hawkins, J.M., & Graham, S. (2002). Teaching spelling and composition alone and together: Implications for the simple view of writing. Journal of educational psychology, 94(2), 291-304. https://psycnet.apa.org/doi/10.1037/0022-0663.94.2.291. https://doi.org/10.1037/0022-0663.94.2.291

Berninger, V., Yates, C., Cartwright, A., Rutberg, J., Remy, E., & Abbott, R. (1992). Lower-level developmental skills in beginning writing. Reading and Writing 4(3), 257–280. https://doi.org/10.1007/BF01027151

Biotteau, M., Danna, J., Baudou, E., Puyjarinet, F., Velay, J. L., Albaret, J. M., & Chaix, Y. (2019). Developmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabilitation. Neuropsychiatric disease and treatment, 15, 1873-1885. https://doi.org/10.2147/NDT.S120514

Blažíčková, I. (2022). Hodnocení písemného projevu žáků 1. stupně ZŠ. [Diplomová práce, Masarykova univerzita]. Informační systém Masarykovy univerzity. https://is.muni.cz/auth/th/iytht/Diplomova_prace_Blazickova_455731.pdf

Blöte, A. W., & Hamstra-Bletz, L. (1991). A longitudinal study on the structure of handwriting. Perceptual and motor skills, 72(3), 983-994. https://doi.org/10.2466/pms.1991.72.3.983

Bock, J.K. & Levelt, W.J.M. (1994). Language production: Grammatical encoding. In M.A. Gemsbacher (Ed.). Handbook of psycholinguistics (pp. 915-981). Academic Press. Dostupné na: https://core.ac.uk/download/pdf/210661528.pdf

Bosga-Stork, I. M., Bosga, J., & Meulenbroek, R. G. (2017). Emerging behavioral flexibility in loop writing: A longitudinal study in 7-to-9-year old primary school children. Motor Control, 21(2), 195-210. https://doi.org/10.1123/mc.2015-0077

Brackett, M. A., Floman, J. L., Ashton-James, C., Cherkasskiy, L., & Salovey, P. (2013). The influence of teacher emotion on grading practices: A preliminary look at the evaluation of student writing. Teachers and teaching, 19(6), 634-646. https://doi.org/10.1080/13540602.2013.827453

Briggs, D. (1980). A study of the influence of handwriting upon grades using examination scripts. Educational Review, 32(2), 186-193. https://doi.org/10.1080/0013191800320207

Buhler, K. (1939). Nástin duševního vývoje dítěte. Československá grafická unie.

Burešová, J. (2017). Povíme vám o dysortografii a dysgrafii: průvodce pro rodinu a přátele. Edika.

Burton, A. W., & Dancisak, M. J. (2000). Grip form and graphomotor control in preschool children. The American journal of occupational therapy, 54(1), 9-17. https://doi.org/10.5014/ajot.54.1.9

Cantero-Tellez, R., Porqueres, M. I., Pinel, I., & Orza, J. G. (2015). Cross-cultural Adaptation, internal consistency and validity of the handwriting proficiency screening questionnaire (HPSQ) for Spanish primary school-age children. Journal of Novel Physiotherapies, 5(278). https://doi.org/10.4172/2165-7025.1000278

Caravolas, M. (2004). Spelling development in alphabetic writing systems: A cross-linguistic perspective. European Psychologist, 9(1), 3-14. https://psycnet.apa.org/doi/10.1027/1016-9040.9.1.3. https://doi.org/10.1027/1016-9040.9.1.3

Caravolas, M. & Bruck, M. (1993). The effect of oral and written language input on children‘s phonological awareness: A cross-linguistic study. Journal of experimental child psychology, 55(1), 1-30. https://doi.org/10.1006/jecp.1993.1001

Caravolas, M., & Volin, J. (2005) BDTG 1. Baterie diagnostických testů gramotnostních dovedností pro žáky 2. až 5. ročníku ZŠ – Teoretická příručka testu. Národní ústav pro vzdělávání.

Caravolas, M., & Volin, J. (2018) BDTG 2. Baterie diagnostických testů gramotnostních dovedností pro žáky 6. až 9. ročníku ZŠ – Teoretická příručka testu. Národní ústav pro vzdělávání.

Český statistický úřad. (2023). Veřejná databáze, Vzdělávání – celkový přehled. Dostupné na: https://vdb.czso.cz/vdbvo2/faces/cs/index.jsf?page=vystup-objekt&pvo=VZD01&z=T&f=TABULKA&katalog=30848&str=v62

Chang, S. H., & Yu, N. Y. (2013). Handwriting movement analyses comparing first and second graders with normal or dysgraphic characteristics. Research in developmental disabilities, 34(9), 2433-2441. https://doi.org/10.1016/j.ridd.2013.02.028

Charles, M., Soppelsa, R., & Albaret, J. M. (2003). BHK-Echelle d’évaluation rapide de l’écriture de l’enfant. Editions du Centre de Psychologie Appliquee.

Chase, C. I. (1986). Essay test scoring: Interaction of relevant variables. Journal of Educational Measurement, 23(1), 33-41. https://doi.org/10.1111/j.1745-3984.1986.tb00232.x

Chau, T., Ji, J., Tam, C., & Schwellnus, H. (2006). A Novel Instrument for Quantifying Grip Activity During Handwriting. Archives of Physical Medicine and Rehabilitation, 87(11), 1542–1547. https://doi.org/10.1016/j.apmr.2006.08.328 

Choi, D., Hatcher, R. C., Dulong-Langley, S., Liu, X., Bray, M. A., Courville, T., O’Brien, R., & De-Biase, E. (2017). What do phonological processing errors tell about students’ skills in reading, writing, and oral language?. Journal of Psychoeducational Assessment, 35(1-2), 24-46. https://doi.org/10.1177/0734282916669018

Chu, S. (1997). Occupational therapy for children with handwriting difficulties: A framework for evaluation and treatment. British Journal of Occupational Therapy, 60(12), 514-520. https://doi.org/10.1177/030802269706001202

Chung, P. J., Patel, D. R., & Nizami, I. (2020). Disorder of written expression and dysgraphia: definition, diagnosis, and management. Translational pediatrics, 9(1), 46-54. https://doi.org/10.21037%2Ftp.2019.11.01

Chung, P., & Patel, D. R. (2015). Dysgraphia. International Journal of Child and Adolescent Health, 8(1), 27-36. Dostupné na: https://www.eoepmolina.es/wp-content/gallery/Dyslexia-dysgraphia/Dysgraphia.pdf

Cimlerová, P., Chalupová, E., & Pokorná, D. (2007). Diagnostika specifických poruch učení u adolescentů a dospělých osob. Institut pedagogicko-psychologického poradenství ČR.

Collins, W., Candler, C., & Sanders, J. (2008). Handwriting assessment. Dostupné na: https://www.region10.org/r10website/assets/File/handwriting_assess.pdf

Connelly, V., Campbell, S., MacLean, M., & Barnes, J. (2006). Contribution of lower order skills to the written composition of college students with and without dyslexia. Developmental neuropsychology, 29(1), 175-196. https://doi.org/10.1207/s15326942dn2901_9

Cornhill, H., & Case-Smith, J. (1996). Factors that relate to good and poor handwriting. The American Journal of Occupational Therapy, 50(9), 732-739. https://doi.org/10.5014/ajot.50.9.732

Crouch, A. L., & Jakubecy, J. J. (2007). Dysgraphia: How It Affects a Student‘s Performance and What Can Be Done about It. Teaching Exceptional Children Plus, 3(3). Dostupné na: https://files.eric.ed.gov/fulltext/EJ967123.pdf

Cuetos, F., & Labos, E. (2001). The autonomy of the orthographic pathway in a shallow language: Data from an aphasic patient. Aphasiology, 15(4), 333-342. https://doi.org/10.1080/02687040042000313

Čunek, L., Ondřej, J., Blažíčková, I., Pupíková, V., Lacko, D., Prošek, T., & Šafárová, K. (in press). Handwriting quality: psychometric properties of two evaluation scales on Czech sample. American Journal of Occupational Therapy.

Danna, J., Paz-Villagran, V., & Velay, J. L. (2013). Signal-to-Noise velocity peaks difference: A new method for evaluating the handwriting movement fluency in children with dysgraphia. Research in developmental disabilities, 34(12), 4375-4384. https://doi.org/10.1016/j.ridd.2013.09.012  

De Goes, C., & Martlew, M. (1983). Beginning to read and write, an exploratory study of young children‘s understanding of metalinguistic terms and graphic conventions. First Language, 4(11), 121-130. Dostupné na: https://journals.sagepub.com/doi/pdf/10.1177/014272378300401104

De Stefano, C., Fontanella, F., Impedovo, D., Pirlo, G., & di Freca, A. S. (2019). Handwriting analysis to support neurodegenerative diseases diagnosis: A review. Pattern Recognition Letters, 121, 37-45. https://doi.org/10.1016/j.patrec.2018.05.013

Deuel, R. K. (1995). Developmental dysgraphia and motor skills disorders. Journal of Child Neurology, 10, 6-8. Dostupné na: https://journals.sagepub.com/doi/pdf/10.1177/08830738950100S103. https://doi.org/10.1177/08830738950100S103

Di Brina, C., & Rossini, G. (2011). Test BHK—Scala sintetica per la valutazione della scrittura in eta evolutiva. Edizioni Centro Studi Erickson.

Diekema, S. M., Deitz, J., & Amundson, S. J. (1998). Test–retest reliability of the Evaluation Tool of Children’s Handwriting-Manuscript. The American Journal of Occupational Therapy, 52(4), 248-255. https://doi.org/10.5014/ajot.52.4.248

Doehring, D. G. (1968). Patterns of impairment in specific reading disability: A neuropsychological investigation. Indiana University Press.

Döhla, D., & Heim, S. (2016). Developmental dyslexia and dysgraphia: What can we learn from the one about the other?. Frontiers in psychology, 6. https://doi.org/10.3389/fpsyg.2015.02045

Dooijes, E. H. (1983). Analysis of handwriting movements. Acta Psychologica, 54(1-3), 99-114. https://psycnet.apa.org/doi/10.1016/0001-6918(83)90026-4. https://doi.org/10.1016/0001-6918(83)90026-4

Drotar, P. & Dobeš, M. (2020). Dysgraphia detection through machine learning. Scientific reports, 10(1), 1-11. https://doi.org/10.1038/s41598-020-78611-9

Duiser, I. H., Ledebt, A., van der Kamp, J., & Savelsbergh, G. J. (2020). Persistent handwriting problems are hard to predict: A longitudinal study of the development of handwriting in primary school. Research in Developmental Disabilities, 97. https://doi.org/10.1016/j.ridd.2019.103551

Duval, T., Remi, C., Plamondon, R., Vaillant, J., & O’Reilly, C. (2015). Combining sigma-lognormal modeling and classical features for analyzing graphomotor performances in kindergarten children. Human movement science, 43, 183-200. https://doi.org/10.1016/j.humov.2015.04.005

Dyson, A. (1983). The emergence of visible language: interrelationships between drawing and early writing [Konferenčni přispěvek]. Annual Meeting of the American Educationl Research Association, Montreal, Canada. Dostupné na: https://files.eric.ed.gov/fulltext/ED230280.pdf

Engel-Yeger, B., Nagauker-Yanuv, L., & Rosenblum, S. (2009). Handwriting performance, self-reports, and perceived self-efficacy among children with dysgraphia. The American Journal of Occupational Therapy, 63(2), 182-192. https://doi.org/10.5014/ajot.63.2.182

Enstrom, E. A. (1965). The decline of handwriting. The Elementary School Journal, 66(1), 22-27. https://doi.org/10.1086/460256

Erdogan, O. (2011). Relationship between the Phonological Awareness Skills and Writing Skills of the First Year Students at Primary School. Educational Sciences: Theory and Practice, 11(3), 1506-1510. Dostupné na: https://files.eric.ed.gov/fulltext/EJ936331.pdf

Erez, N. & Parush, S. (1999). The Hebrew Handwriting Evaluation (2nd ed.). School of Occupational Therapy, Faculty of Medicine, Hebrew University.

Exner, C. E. (1989). Development of hand functions. In P.N. Pratt & A.S., Allen (Eds.). Occupational Therapy for Children (pp. 235-259). Mosby-Yearbook.

Eysenck, M. W. & Keane, M. T. (2008). Kognitivní psychologie. Praha: Academia.

Fasnerová, M. (2014). Současné předlohy písma na primární škole jako součást reforem ve školství. Univerzita Palackého v Olomouci.

Fasnerová, M. (2018). Prvopočáteční čtení a psaní. Grada.

Faundez-Zanuy, M., Mekyska, J., & Impedovo, D. (2021). Online handwriting, signature and touch dynamics: tasks and potential applications in the field of security and health. Cognitive Computation, 13(5), 1406-1421. https://doi.org/10.1007/s12559-021-09938-2

Feder, K. P. & Majnemer, A. (2003). Children’s handwriting evaluation tools and their psychometric properties. Physical & occupational therapy in pediatrics, 23(3), 65-84. https://doi.org/10.1080/J006v23n03_05

Feder, K. P. & Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine & Child Neurology, 49(4), 312-317. https://doi.org/10.1111/j.1469-8749.2007.00312.x

Feder, K. P., Majnemer, A., Bourbonnais, D., Blayney, M., & Morin, I. (2007). Handwriting performance on the ETCH-M of students in a grade one regular education program. Physical & Occupational Therapy in Pediatrics, 27(2), 43-62. https://doi.org/10.1080/J006v27n02_04

Feder, K., Majnemer, A., & Synnes, A. (2000). Handwriting: Current trends in occupational therapy practice. Canadian Journal of Occupational Therapy, 67(3), 197-204. https://doi.org/10.1177/000841740006700313

Feifer, S. G. (2001) Subtypes of language based dysgraphias. [Handout from Workshop „Learning of The Brain: Using Brain Research To Leave No Child Behind“]. Hyatt Regency. Public Information Resources.

Feuerstein, R., Feuerstein, R.S., Falik, L.H., & Rand, J.P. (2014). Vytváření a zvyšování kognitivní modifikovatelnosti. Karolinum.

Francis, A., Wallen, M., & Bundy, A. (2016). Comparison of the properties of the Handwriting Speed Test (HST) and Detailed Assessment of Speed of Handwriting (DASH): An exploratory study. Physical & Occupational Therapy in Pediatrics, 37(2), 155-169. https://doi.org/10.1080/01942638.2016.1185499

Freeman, F. N. (1915). An analytical scale for judging handwriting. The Elementary School Journal, 15(8), 432-441. Dostupné na: https://www.journals.uchicago.edu/doi/pdf/10.1086/454438

Freeman, F. N. (1954). Teaching handwriting —What research says to the teacher. Department of Classroom Teachers, American Educational Research Association of the National Education Association.

Furman, A., Krejčová, L., Laciga, J., Urbánek, T., & Víchová, M. (2019). Woodcock-Johnson IV: Testy kognitivních schopností. Propsyco, s.r.o.

Galáž, Z., Mucha, J., Zvončák, V., & Mekyska, J. (2022). Handwriting features (Version 1.0.4) [Počítačový software]. https://github.com/BDALab/handwriting-features/

Galáž, Z., Mucha, J., Zvončák, V., Mekyska, J., Smékal, Z., Šafárová, K., Ondráčková, A., Urbánek, T., Havigerová, J. M., Bednářová, J. & Faundez-Zanuy, M. (2020). Advanced parametrization of graphomotor difficulties in school-aged children. IEEE Access, 8, 112883-112897. https://doi.org/10.1109/ACCESS.2020.3003214

Germano, G. D., Giaconi, C., & Capellini, S. A. (2016). Characterization of Brazilians students with dyslexia in Handwriting Proficiency Screening Questionnaire and Handwriting Scale. Psychology Research, 6(10), 590-597. Dostupné na: http://www.davidpublisher.com/Public/uploads/Contribute/5816f574db3d0.pdf. https://doi.org/10.17265/2159-5542/2016.10.004

Gerth, S., Dolk, T., Klassert, A., Fliesser, M., Fischer, M. H., Nottbusch, G., & Festman, J. (2016a). Adapting to the surface: A comparison of handwriting measures when writing on a tablet computer and on paper. Human Movement Science, 48, 62-73. https://doi.org/10.1016/j.humov.2016.04.006

Gerth, S., Klassert, A., Dolk, T., Fliesser, M., Fischer, M. H., Nottbusch, G., & Festman, J. (2016b). Is handwriting performance affected by the writing surface? Comparing preschoolers’, second graders’, and adults’ writing performance on a tablet vs. paper. Frontiers in psychology, 7. https://doi.org/10.3389/fpsyg.2016.01308

Gilger, J. W. & Kaplan, B. J. (2001). Atypical brain development: a conceptual framework for understanding developmental learning disabilities. Developmental neuropsychology, 20(2), 465-481. https://doi.org/10.1207/S15326942DN2002_2

Gombert, J. E. & Fayol, M. (1992). Writing in preliterate children. Learning and instruction, 2(1), 23-41. https://doi.org/10.1016/0959-4752(92)90003-5

Graham, S. (1986). A review of handwriting scales and factors that contribute to variability in handwriting scores. Journal of School Psychology, 24(1), 63-71. https://doi.org/10.1016/0022-4405(86)90043-9

Graham, S. (1997). Executive control in the revising of students with learning and writing difficulties. Journal of Educational Psychology, 89(2), 223-234. https://psycnet.apa.org/doi/10.1037/0022-0663.89.2.223

Graham, S. (2018). A revised writer (s)-within-community model of writing. Educational Psychologist, 53(4), 258-279. https://doi.org/10.1080/00461520.2018.1481406

Graham, S. & Harris, K. R. (2005). Improving the writing performance of young struggling writers: Theoretical and programmatic research from the center on accelerating student learning. The journal of special education, 39(1), 19-33. https://doi.org/10.1177/00224669050390010301

Graham, S. & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard educational review, 81(4), 710-744. https://doi.org/10.17763/haer.81.4.t2k0m13756113566

Graham, S. & Weintraub, N. (1996). A review of handwriting research: Progress and prospects from 1980 to 1994. Educational psychology review, 8(1), 7-87. https://doi.org/10.1007/BF01761831

Graham, S., Berninger, V., Weintraub, N., & Schafer, W. (1998a). Development of handwriting speed and legibility in grades 1–9. The Journal of Educational Research, 92(1), 42-52. https://doi.org/10.1080/00220679809597574

Graham, S., Weintraub, N., & Berninger, V. W. (1998b). The relationship between handwriting style and speed and legibility. The journal of educational research, 91(5), 290-297. https://doi.org/10.1080/00220679809597556

Graham, S., Harris, K. R., & Fink, B. (2000). Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers. Journal of educational psychology, 92(4), 620-633. https://psycnet.apa.org/doi/10.1037/0022-0663.92.4.620. https://doi.org/10.1037/0022-0663.92.4.620

Graham, S., Struck, M., Santoro, J., & Berninger, V. W. (2006). Dimensions of good and poor handwriting legibility in first and second graders: Motor programs, visual–spatial arrangement, and letter formation parameter setting. Developmental neuropsychology, 29(1), 43-60. https://doi.org/10.1207/s15326942dn2901_4

Grob, A., Reimann, G., Gut, J., Frischknecht, M.C., & Krejčířová, D. (2018). IDS-P – Inteligenční a vývojová škála pro předškolní děti. Hogrefe–Testcentrum.

Groff, P. (1961). New speeds of handwriting. Elementary English, 38, 564-565.

Groff, P. (1975). The future of legibility. Elementary English, 52(2), 205-212. Dostupné na: https://www.jstor.org/stable/41592556

Gubbay, S. S. & de Klerk, N. H. (1995). A study and review of developmental dysgraphia in relation to acquired dysgraphia. Brain and Development, 17(1), 1-8. https://doi.org/10.1016/0387-7604(94)00110-J

Guo, Y., Sun, S., Puranik, C., & Breit-Smith, A. (2018). Profiles of emergent writing skills among preschool children. Child & Youth Care Forum 47(3), 421-442. https://doi.org/10.1007/s10566-018-9438-1

Halsband, U. & Lange, R. K. (2006). Motor learning in man: a review of functional and clinical studies. Journal of Physiology-Paris, 99(4-6), 414-424. https://doi.org/10.1016/j.jphysparis.2006.03.007

Hammerschmidt, S. L. & Sudsawad, P. (2004). Teachers’ survey on problems with handwriting: Referral, evaluation, and outcomes. The American journal of occupational therapy, 58(2), 185-192. https://doi.org/10.5014/ajot.58.2.185

Hamstra-Bletz, L. & Blote, A. W. (1990). Development of handwriting in primary school: A longitudinal study. Perceptual and motor skills, 70(3), 759-770. https://doi.org/10.2466/pms.1990.70.3.759

Hamstra-Bletz, L. & Blote, A. W. (1993). A longitudinal study on dystrophic handwriting in primary school. Journal of Learning Disabilities, 26(10), 689-699. https://doi.org/10.1177/002221949302601007

Hamstra-Bletz, L., De Bie, J. and Den Brinker, B.P.L.M. (1987) Beknopte beoordelingsmethode voor kinderhand– schriften: Experimentele versie [Concise Evaluation-Scale for Children’s Handwriting: Experimental Version]. Swetz & Zeitlinger.

Hawke, J. L., Olson, R. K., Willcut, E. G., Wadsworth, S. J., & DeFries, J. C. (2009). Gender ratios for reading difficulties. Dyslexia, 15(3), 239-242. https://doi.org/10.1002/dys.389

Hayes J. R. (1996). A new framework for understanding cognition and affect in writing. In R. Indrisano & J. R. Squire (Eds.), Perspectives on writing: Research, theory, and practice (pp. 1–27). International Reading Association.

Hayes, J. R. & Flower, L. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3–30). Lawrence Erlbaum Associates, Inc.

Hayes, J. R. & J. Gradwohl-Nash (1996). On the Nature of Planning in Writing. In C. M. Levy & S. Ransdell (Eds.), The Science of Writing: Theories, Methods, Individual Differences and Applications (pp. 29-55). Lawrence Erlbaum. https://doi.org/10.4324/9780203811122

Hebert, M., Kearns, D. M., Hayes, J. B., Bazis, P., & Cooper, S. (2018). Why children with dyslexia struggle with writing and how to help them. Language, speech, and hearing services in schools, 49(4), 843-863. https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0024

Hollerbach, J. M. (1981). An oscillation theory of handwriting. Biological cybernetics, 39(2), 139-156. https://doi.org/10.1007/BF00336740

Hrubý, A., Chadimová, L., Novotná, P., & Jelínek, J. (2022). Analýza diagnostických nástrojů užívaných ve školských poradenských zařízeních (2008–2018). Testfórum, 15, 58-89. https://doi.org/10.5817/TF2022-15-15640

Impedovo, D. & Pirlo, G. (2018). Dynamic handwriting analysis for the assessment of neurodegenerative diseases: a pattern recognition perspective. IEEE reviews in biomedical engineering, 12, 209-220. https://doi.org/10.1109/RBME.2018.2840679

Ito, M. (2008). Control of mental activities by internal models in the cerebellum. Nature Reviews Neuroscience, 9(4), 304-313. https://doi.org/10.1038/nrn2332

Jiránek, F., Dittrichová, J., Friedlová, B., Lebedová, A., & Souček, J. (1955). Psychologické otázky počátečního čtení a psaní. Státní pedagogické nakladatelství.

Johnson, B. (2017). Learning Disabilities in Children: Epidemiology, Risk Factors and Importance of Early Intervention. BMH Medical Journal 4(1), 31–37. Dostupné na: https://www.babymhospital.org/BMH_MJ/index.php/BMHMJ/article/view/120

Jones, D. (2004). Automaticity of the transcription process in the production of written text. [Doctoral dissertation, University of Queensland].

Jones, D. & Christensen, C. A. (1999). Relationship between automaticity in handwriting and students’ ability to generate written text. Journal of educational psychology, 91(1), 44-49. https://psycnet.apa.org/doi/10.1037/0022-0663.91.1.44. https://doi.org/10.1037/0022-0663.91.1.44

Jucovičová, D. & Žáčková, H. (2009). Dysgrafie (2., rozš. vyd.). D + H.

Justi, C. N., Henriques, F. G., & Justi, F. R. D. R. (2021). Phonological awareness tasks: accuracy in predicting reading and writing difficulties. Psicologia: teoria e prática, 23(3), 1-20. https://doi.org/10.5935/1980-6906/ePTPPA13791

Justus, T. & Ivry, R. B. (2001). The cognitive neuropsychology of the cerebellum. International Review of Psychiatry, 13(4), 276-282. https://doi.org/10.1080/09540260127528

Kaiser, M. L., Albaret, J. M., & Doudin, P. A. (2009). Relationship between visual-motor integration, eye-hand coordination, and quality of handwriting. Journal of Occupational Therapy, Schools, & Early Intervention, 2(2), 87-95. https://doi.org/10.1080/19411240903146228

Kaiser, M. L. (2012). Qualite en vitesse de l’ecriture chez l’enfant. L’Educateur, 1, 15-18. Dostupné na: https://www.le-ser.ch/sites/default/files/2013.01.kaiser.pdf

Kandel, S. & Perret, C. (2015). How does the interaction between spelling and motor processes build up during writing acquisition?. Cognition, 136, 325-336. https://doi.org/10.1016/j.cognition.2014.11.014

Kandel, S., Lassus-Sangosse, D., Grosjacques, G., & Perret, C. (2017). The impact of developmental dyslexia and dysgraphia on movement production during word writing. Cognitive neuropsychology, 34(3-4), 219-251. https://doi.org/10.1080/02643294.2017.1389706

Kandel, S., Peereman, R., Grosjacques, G., & Fayol, M. (2011). For a psycholinguistic model of handwriting production: testing the syllable-bigram controversy. Journal of Experimental Psychology: Human Perception and Performance, 37(4), 1310-1322. https://psycnet.apa.org/doi/10.1037/a0023094. https://doi.org/10.1037/a0023094

Karlsdottir, R. & Stefansson, T. (2002). Problems in developing functional handwriting. Perceptual and motor skills, 94(2), 623-662. https://doi.org/10.2466/pms.2002.94.2.623

Katusic, S. K., Colligan, R. C., Weaver, A. L., & Barbaresi, W. J. (2009). The forgotten learning disability: epidemiology of written-language disorder in a population-based birth cohort (1976–1982), Rochester, Minnesota. Pediatrics, 123(5), 1306-1313. https://doi.org/10.1542/peds.2008-2098

Katz, L. & Frost, R. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. Advances in psychology, 94, 67-84. https://doi.org/10.1016/S0166-4115(08)62789-2

Kellogg, R. T. (1996). A model of working memory in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 57–71). Lawrence Erlbaum. https://doi.org/10.4324/9780203811122

Kellogg, R. T., Whiteford, A. P., Turner, C. E., Cahill, M., & Mertens, A. (2013). Working memory in written composition: An evaluation of the 1996 model. Journal of Writing Research, 5(2), 159-190. https://doi.org/10.17239/jowr-2013.05.02.1

Khalid, P. I., Yunus, J., & Adnan, R. (2010). Extraction of dynamic features from hand drawn data for the identification of children with handwriting difficulty. Research in developmental disabilities, 31(1), 256-262. https://doi.org/10.1016/j.ridd.2009.09.009

Klauszová, Ch. (2019). Psychometrická analýza české verze Screeningového dotazníku úrovně písemného projevu pro dítě (HPSQ-C) [Diplomová práce, Masarykova univerzita]. Informační systém Masarykovy univerzity: https://is.muni.cz/auth/th/sfm37/dp_klauszova.pdf

Klein, J. & Taub, D. (2005). The effect of variations in handwriting and print on evaluation of student essays. Assessing writing, 10(2), 134-148. https://doi.org/10.1016/j.asw.2005.05.002

Košč, M. & Novák, J. (1997). Rey-Osterriethova komplexní figura. Psychodiagnostika.

Koziatek, S. M. & Powell, N. J. (2002). A validity study of the Evaluation Tool of Children’s Handwriting–Cursive. The American journal of occupational therapy, 56(4), 446-453. https://doi.org/10.5014/ajot.56.4.446

Krejčová, L., Hladíková, Z., Šemberová, K., & Balharová, K. (2018). Specifické poruchy učení: dyslexie, dysgrafie, dysortografie (2., aktualizované vydání). Edika.

Křivánek, Z. & Wildová, R. (1998). Didaktika prvopočátečního čtení a psaní. Univerzita Karlova, Pedagogická fakulta.

Kunhoth, J., Al-Maadeed, S., Kunhoth, S., & Akbari, Y. (2022). Automated Systems For Diagnosis of Dysgraphia in Children: A Survey and Novel Framework. arXiv. https://doi.org/10.48550/arXiv.2206.13043

Kushki, A., Chau, T., & Anagnostou, E. (2011). Handwriting difficulties in children with autism spectrum disorders: A scoping review. Journal of autism and developmental disorders, 41(12), 1706-1716. https://psycnet.apa.org/doi/10.1007/s10803-011-1335-5. https://doi.org/10.1007/s10803-011-1206-0

Larsen, S.C. & Hammill, D.D. (1989). Test of Legible Handwriting: An Ecological Approach to Holistic Assessment. Pro-Ed.

Lerer, R.J., Atrner., Jj, & Lerer, M.P. (1979) Handwriting deficits in children with minimal brain dysfunction: effects of methylphenidate (Ritalin) and placebo. Journal of Learning Disabilities 12(7), 26-31. https://doi.org/10.1177/002221947901200704

Levine, M. & Schneider, E. A. (1985). Pediatric Examination of Educational Readiness at Middle Childhood: Examiner’s Manual. Educators Publishing Service.

Longstaff, M. G. & Heath, R. A. (1997). Space-time invariance in adult handwriting. Acta psychologica, 97(2), 201-214. https://doi.org/10.1016/S0001-6918(97)00015-2

Luquet, G. H. (1927). Le dessin enfantin. (Bibliotheque de psychologie de l’enfant et de pédagogie.). Alcan.

Maland, A. F. (1992). Handwriting and perceptual-motor skills in clumsy, dysgraphic, and ‘normal’ children. Perceptual and motor skills, 75(3), 1207-1217. https://doi.org/10.2466/pms.1992.75.3f.1207

Maland, A. F. & Karlsdottir, R. (1991). Development of reading, spelling, and writing skills from third to sixth grade in normal and dysgraphic school children. In J. Wann, A. M. Wing, & N. Sovik (Eds.), Development of graphic skills: Research perspectives and educational implications (pp. 179–189). Academic Press.

Mai, N. & Marquardt, C. (1999). Schreibtraining in der neurologischen Rehabilitation (2nd ed.) [Handwriting training in neurological rehabilitation]. Borgmann.

Maples, W. C. (2003). The Wold Sentence Copy Test Academic Performance. Journal of Behavioral Optometry, 14(3), 71–76. Dostupné na: https://docplayer.net/24456909-The-wold-sentence-copy-test-academic-performance-w-c-maples-o-d-m-s.html

Margolin, D. I. (1984). The neuropsychology of writing and spelling: Semantic, phonological, motor, and perceptual processes. The quarterly journal of experimental psychology, 36(3), 459-489. https://doi.org/10.1080/14640748408402172

Marien, P., Engelborghs, S., Fabbro, F., & De Deyn, P. P. (2001). The lateralized linguistic cerebellum: a review and a new hypothesis. Brain and language, 79(3), 580-600. https://doi.org/10.1006/brln.2001.2569

Marr, D. & Cermak, S. (2002). Predicting handwriting performance of early elementary students with the developmental test of visual-motor integration. Perceptual and motor skills, 95(2), 661-669. https://doi.org/10.2466/pms.2002.95.2.661

Martins, M. R. I., Bastos, J. A., Cecato, A. T., Araujo, M. D. L. S., Magro, R. R., & Alaminos, V. (2013). Screening for motor dysgraphia in public schools. Jornal de pediatria, 89(1), 70-74. https://doi.org/10.1016/j.jped.2013.02.011

Matějček, Z. (2009). Výbor z díla. Karolinum.

Matějček, Z. & Vágnerová, M. (1992). Test obkreslování. Psychodiagnostika.

Mayes, S. D. & Calhoun, S. L. (2007). Learning, attention, writing, and processing speed in typical children and children with ADHD, autism, anxiety, depression, and oppositional-defiant disorder. Child Neuropsychology, 13(6), 469-493. https://doi.org/10.1080/09297040601112773

McCarney, D., Peters, L., Jackson, S., Thomas, M., & Kirby, A. (2013). Does poor handwriting conceal literacy potential in primary school children?. International Journal of Disability, Development and Education, 60(2), 105-118. https://doi.org/10.1080/1034912X.2013.786561

McCloskey, M. & Rapp, B. (2017). Developmental dysgraphia: An overview and framework for research. Cognitive neuropsychology, 34(3-4), 65-82. https://doi.org/10.1080/02643294.2017.1369016

McEachern, T. (2013). Handwriting Intervention: Impact on the Reading and Writing Abilities of High School Students. [Diploma thesis, Brock University St. Catharines, Ontario]. Dostupné na: https://dr.library.brocku.ca/bitstream/handle/10464/5047/Brock_McEachern_Tamara_2013.pdf?sequence=1

Medwell, J. & Wray, D. (2007). Handwriting: what do we know and what do we need to know?. Literacy, 41(1), 10-15. https://doi.org/10.1111/j.1467-9345.2007.00453.x

Mekyska, J., Faundez-Zanuy, M., Mžourek, Z., Galáž, Z., Smékal, Z., & Rosenblum, S. (2017). Identification and Rating of Developmental Dysgraphia by Handwriting Analysis. IEEE Transactions on HumanMachine Systems, 47(2), 235–248. https://doi.org/10.1109/THMS.2016.2586605

Mekyska, J., Galáž, Z., Šafárová, K., Zvončak, V., Mucha, J., Smékal, Z., Ondráčková, A., Urbánek, T., Havigerová, J. M., Bednářová, J., & Faundez-Zanuy, M. (2019). Computerised assessment of graphomotor difficulties in a cohort of school-aged children. 2019 11th International Congress on Ultra Modern Telecommunications and Control Systems and Workshops (ICUMT), IEEE, 1-6. https://doi.org/10.1109/ICUMT48472.2019.8970767

Meulenbroek, R. G. & Van Galen, G. P. (1986). Movement analysis of repetitive writing behaviour of first, second and third grade primary school children. Advances in Psychology, 37, 71-92. https://doi.org/10.1016/S0166-4115(09)60073-X

Meulenbroek, R. G. & Van Galen, G. P. (1988). The acquisition of skilled handwriting: Discontinuous trends in kinematic variables. Advances in psychology, 55, 273-281. https://doi.org/10.1016/S0166-4115(08)60627-5

Meulenbroek, R. G. & Van Galen, G. P. (1989). The production of connecting strokes in cursive writing: Developing co-articulation in 8 to 12 year-old children. In R. Plamondon, C.Y Suen, & M.L Simner (Eds.), Computer recognition and human production of handwriting, (pp. 273-286). https://doi.org/10.1142/9789814434195_0019

Meulenbroek, R. G. & Van Galen, G. P. (1990). Perceptual-motor complexity of printed and cursive letters. The Journal of experimental education, 58(2), 95-110. https://doi.org/10.1080/00220973.1990.10806527

Miceli, G. & Capasso, R. (2006). Spelling and dysgraphia. Cognitive Neuropsychology, 23(1), 110-134. https://doi.org/10.1080/02643290500202730

Miceli, G., Benvegnu, B., Capasso, R., & Caramazza, A. (1997). The independence of phonological and orthographic lexical forms: Evidence from aphasia. Cognitive Neuropsychology, 14(1), 35-69. https://doi.org/10.1080/026432997381619

Míka, J. (1982). Orientační test dynamické praxe. Psychologické a didaktické testy.

Milone, M. (2007). THS-R: Test of Handwriting Skills, Revised. Academic Therapy Publications.

Ministerstvo školství, mládeže a tělovýchovy. (2023). Vývojová ročenka školství 2010/11–2020/21, Tematické tabulky. Dostupné na: https://www.msmt.cz/vzdelavani/skolstvi-v-cr/statistika-skolstvi/vyvojova-rocenka-skolstvi-2010-11-2020-21

Mlčáková, R. (2009). Grafomotorika a počáteční psaní. Grada.

Mojet, J. W. (1991). Characteristics of the developing handwriting skill in elementary education. In J. Wann, A. M. Wing, & N. Sovik (Eds.), Development of graphic skills: Research perspectives and educational implications (pp. 53–75). Academic Press.

Mucha, J. & Mikulec, M. (2020). HandAQUS for Cintiq (Version 1.0.0) [Počítačový software]. https://github.com/BDALab/HandAQUS_for_Cintiq/

Mucha, J., Galáž, Z., Zvončák, V., & Mekyska, J. (2021). Handwriting sample (Version 1.0.0) [Počítačový software]. https://github.com/BDALab/handwriting-sample/

Mucha, J., Mekyska, J., Galáž, Z., Faundez-Zanuy, M., Zvončák, V., Šafárová, K., Urbánek, T., Havigerová, J.M., Bednářová, J., & Smékal, Z. (2020). Analysis of Various Fractional Order Derivatives Approaches in Assessment of Graphomotor Difficulties. IEEE Access, 8, 218234-218244. https://doi.org/10.1109/ACCESS.2020.3042591

Mucha, J., Mekyska, J., Zvončák, V., Galáž, Z., & Smékal, Z. (2018). HandAQUS – Handwriting Acquisition Software (Version 1.0.0) [Počítačový software]. https://github.com/BDALab/HandAQUS/

Naglieri, J. A., Das, J. P., & Goldstein, S. (2017). CAS 2: Diagnostická baterie kognitivních procesů. Propsyco, s.r.o.

Neuwirth, W. & Benesch, M. (2010). Motor performance series. Schuhfried GmbH.

Nicolson, R. I. & Fawcett, A. J. (2008). Learning, cognition and dyslexia. In G. Reid, A. Fawcett, F. Manis, & L. S. Siegel (Eds.), The SAGE Handbook of Dyslexia (pp. 192-211). SAGE Publications Ltd. https://doi.org/10.4135/9780857020987

Nicolson, R. I. & Fawcett, A. J. (2011). Dyslexia, dysgraphia, procedural learning and the cerebellum. Cortex, 47(1), 117-127. https://doi.org/10.1016/j.cortex.2009.08.016

Nicolson, R. I., Fawcett, A. J., & Dean, P. (2001). Developmental dyslexia: the cerebellar deficit hypothesis. Trends in neurosciences, 24(9), 508-511. https://doi.org/10.1016/S0166-2236(00)01896-8

Nicolson, R. I. Fawcett, A. J. (2005). Developmental dyslexia, learning and the cerebellum. In W.W. Fleischhacker & D. J. Brooks (Eds.), Neurodevelopmental Disorders (pp. 19-36). Springer. https://doi.org/10.1007/3-211-31222-6_2

No, B. & Choi, N. (2021). Differences in Graphomotor Skills by the Writing Medium and Children’s Gender. Education Sciences, 11(4). https://doi.org/10.3390/educsci11040162

Novák, J. (2002) Diagnostika specifických poruch učení. Psychodiagnostika.

O’Donnell, E.H. & Colvin, M.K. (2019). Disorders of Written Expression. In H.K.,Wilson & E.B., Braaten (Eds.), The Massachusetts General Hospital Guide to Learning Disabilities (pp. 59-78). Humana Press. https://doi.org/10.1007/978-3-319-98643-2_4

O’Hare, A. E. & Brown, J. K. (1989). Childhood dysgraphia. Part 1. An illustrated clinical classification. Child: care, health and development, 15(2), 79-104. https://doi.org/10.1111/j.1365-2214.1989.tb00606.x

Olive, T. (2004). Working Memory in Writing: Empirical Evidence From the Dual-Task Technique. European Psychologist, 9(1), 32-42. https://psycnet.apa.org/doi/10.1027/1016-9040.9.1.32. https://doi.org/10.1027/1016-9040.9.1.32

Olive, T. & Passerault, J. M. (2012). The visuospatial dimension of writing. Written Communication, 29(3), 326-344. https://doi.org/10.1177/0741088312451111

Olson, R., Wise, B., Conners, F., Rack, J., & Fulker, D. (1989). Specific deficits in component reading and language skills: Genetic and environmental influences. Journal of learning disabilities, 22(6), 339-348. https://doi.org/10.1177/002221948902200604

O’Mahony, P., Dempsey, M., & Killeen, H. (2008). Handwriting speed: duration of testing period and relation to socio-economic disadvantage and handedness. Occupational Therapy International, 15(3), 165-177. https://doi.org/10.1002/oti.255

Overvelde, A. & Hulstijn, W. (2011). Handwriting development in grade 2 and grade 3 primary school children with normal, at risk, or dysgraphic characteristics. Research in developmental disabilities, 32(2), 540-548. https://doi.org/10.1016/j.ridd.2010.12.027

Overvelde, A., van Bommel, I., Bosga, I., van Cauteren, M., Halfwerk, B., SmitsEngelsman, B., & Nijhuis-van der Sanden, R. (2010). Motorische schrijfproblemen bij kinderen. Nijmegen. Dostupné na: www.kngfrichtlijnen.nl

Pagliarini, E., Scocchia, L., Vernice, M., Zoppello, M., Balottin, U., Bouamama, S., Guasti., M.T., & Stucchi, N. (2017). Children’s first handwriting productions show a rhythmic structure. Scientific reports, 7(1). https://doi.org/10.1038/s41598-017-05105-6

Palmis, S., Danna, J., Velay, J. L., & Longcamp, M. (2017). Motor control of handwriting in the developing brain: A review. Cognitive Neuropsychology, 34(3-4), 187-204. https://doi.org/10.1080/02643294.2017.1367654

Parush, S., Levanon-Erez, N., & Weintraub, N. (1998). Ergonomic factors influencing handwriting performance. Work, 11(3), 295-305. https://doi.org/10.3233/WOR-1998-11306

Parush, S., Lifshitz, N., Yochman, A., & Weintraub, N. (2010). Relationships between handwriting components and underlying perceptual-motor functions among students during copying and dictation tasks. OTJR: Occupation, Participation and Health, 30(1), 39-48. https://doi.org/10.3928/15394492-20091214-06

Paz-Villagran, V., Danna, J., & Velay, J. L. (2014). Lifts and stops in proficient and dysgraphic handwriting. Human movement science, 33, 381-394. https://doi.org/10.1016/j.humov. 2013.11.005

Pellizzer, G. & Zesiger, P. (2009). Hypothesis regarding the transformation of the intended direction of movement during the production of graphic trajectories: A study of drawing movements in 8-to 12-year-old children. Cortex, 45(3), 356-367. https://doi.org/10.1016/j.cortex.2008.04.008

Peng, A., Orosco, M. J., Wang, H., Swanson, H. L., & Reed, D. K. (2022). Cognition and writing development in early adolescent English learners. Journal of Educational Psychology, 114(5), 1136-1155. https://psycnet.apa.org/doi/10.1037/edu0000695

Pereira, C. R., Weber, S. A., Hook, C., Rosa, G. H., & Papa, J. P. (2016). Deep learning-aided Parkinson’s disease diagnosis from handwritten dynamics. 2016 29th SIBGRAPI Conference on Graphics, Patterns and Images (SIBGRAPI), IEEE, 340-346. https://doi.org/10.1109/SIBGRAPI.2016.054

Peverly, S. T. (2006). The importance of handwriting speed in adult writing. Developmental Neuropsychology, 29(1), 197-216. https://doi.org/10.1207/s15326942dn2901_10

Phelps, J. & Stempel, L. (1987). Handwriting: Evolution and evaluation. Annals of dyslexia, 37(1), 228-239. https://doi.org/10.1007/BF02648069

Phelps, J. & Stempel, L. (1988). The Children’s Handwriting Evaluation Scale for Manuscript Writing. Reading Improvement, 25 (4), 247-254.

Phelps, J., Stempel, L., & Speck, G. (1985). The children’s handwriting scale: A new diagnostic tool. The Journal of Educational Research, 79(1), 46-50. https://doi.org/10.1080/00220671.1985.10885646

Piaget, J. & Inhelder, B. (2014). Psychologie dítěte. Portál.

Pokorná, V. (2010). Vývojové poruchy učení v dětství a v dospělosti. Portál.

Příhoda, V. (1941). Výzkum dětského písma (Vědecký posudek písemných projevů). Česká grafická unie.

Provalis research (2023). QDA Miner [Počítačový software]. Dostupné na: https://provalisresearch.com/products/qualitative-data-analysis-software/

Prunty, M. & Barnett, A. L. (2017). Understanding handwriting difficulties: A comparison of children with and without motor impairment. Cognitive neuropsychology, 34(3-4), 205-218. https://doi.org/10.1080/02643294.2017.1376630

Rapp, B. & Fischer-Baum, S. (2014). Representation of orthographic knowledge. In M. Goldrick, V. Ferreira, & M. Miozzo (Eds.), The Oxford handbook of language production (pp. 338–357). Oxford University Press.

Rapp, B., Purcell, J., Hillis, A. E., Capasso, R., & Miceli, G. (2016). Neural bases of orthographic long-term memory and working memory in dysgraphia. Brain, 139(2), 588-604. https://doi.org/10.1093/brain/awv348

Razian, M. A., Fairhurst, M. C., & Hoque, S. (2004). Effect of dynamic features on diagnostic testing for dyspraxia. International Conference on Computers for Handicapped Persons, 1039-1046. https://doi.org/10.1007/978-3-540-27817-7_153

Reisman, J. (1999). Minnesota handwriting assessment. Psychological Corporation. https://doi.org/10.1037/t15116-000

Reisman, J. E. (1991). Poor handwriting: Who is referred?. The American Journal of Occupational Therapy, 45(9), 849-852. https://doi.org/10.5014/ajot.45.9.849

Reisman, J. E. (1993). Development and reliability of the research version of the Minnesota Handwriting Test. Physical & Occupational Therapy in Pediatrics, 13(2), 41-55. https://doi.org/10.1080/J006v13n02_03

Říčan, P. (2004). Cesta životem: [vývojová psychologie]: přepracované vydání (Vyd. 2). Portál.

Roberts, G. I., Siever, J. E., & Mair, J. A. (2010). Effects of a kinesthetic cursive handwriting intervention for Grade 4–6 students. The American Journal of Occupational Therapy, 64(5), 745-755. https://doi.org/10.5014/ajot.2010.08128

Romani, C., Ward, J., & Olson, A. (1999). Developmental Surface Dysgraphia: What Is the Underlying Cognitive Impairment? The Quartely Journal of Experimental Psychology, 52(1), 97-128. https://doi.org/10.1080/713755804

Rosenblum, S. (2008). Development, reliability, and validity of the Handwriting Proficiency Screening Questionnaire (HPSQ). The American Journal of Occupational Therapy, 62(3), 298-307. https://doi.org/10.5014/ajot.62.3.298

Rosenblum, S. (2018). Inter-relationships between objective handwriting features and executive control among children with developmental dysgraphia. PloS one, 13(4). https://doi.org/10.1371/journal.pone.0196098

Rosenblum, S. & Dror, G. (2017). Identifying developmental dysgraphia characteristics utilizing handwriting classification methods. IEEE Transactions on Human-Machine Systems, 47(2), 293-298. https://doi.org/10.1109/THMS.2016.2628799

Rosenblum, S. & Gafni-Lachter, L. (2015). Handwriting proficiency screening questionnaire for children (HPSQ–C): development, reliability, and validity. The American Journal of Occupational Therapy, 69(3), 6903220030p1-6903220030p9. https://doi.org/10.5014/ajot.2015.014761

Rosenblum, S. & Livneh-Zirinski, M. (2008). Handwriting process and product characteristics of children diagnosed with developmental coordination disorder. Human movement science, 27(2), 200-214. https://doi.org/10.1016/j.humov.2008.02.011

Rosenblum, S. & Roman, H. E. (2009). Fluctuation analysis of proficient and dysgraphic handwriting in children. EPL (Europ

Statistiky

Crossref Cited-by pro DOI:10.5817/CZ.MUNI.M280-0257-2022 (1)

1. Jemná a komunikační motorika
Jana Vyskotová
ISBN 978-80-244-6465-7  rok: 2024  
https://doi.org/10.5507/fzv.24.24464657