Functional Assessment of Handwriting Among Children: A Systematic Review of the Psychometric Properties

Abstract

Handwriting legibility and speed assessments are important for identifying and evaluating handwriting problems in children. A systematic review was conducted to assess the psychometric properties and clinical utility of handwriting assessments in children aged 3 to 16 years. The review included 14 instruments and a total sample of 4,987 children.

The results of the review showed that the internal consistency of the instruments ranged from moderate to high. Inter-examiner reliability values for the direct assessment instruments ranged from 0.77 to 1.00, indicating good psychometric properties. However, indirect and self-assessment tools showed poor psychometric properties.

The findings of the review suggest that direct assessments are more reliable and useful for evaluating handwriting legibility and speed in children. These assessments can help identify learning disorders, such as dysgraphia, which can negatively affect academic learning and self-concept. Early referral to occupational therapy based on handwriting assessments can help address these learning disorders.

The review also highlights the need for more research on screening tools and tools in languages other than Latin. This suggests that further development and evaluation of assessment tools is necessary to accurately identify and assess handwriting problems in diverse populations.

Overall, this systematic review provides valuable insights into the psychometric properties and clinical utility of handwriting assessments in children. It emphasizes the importance of reliable assessments for identifying and addressing learning disorders related to handwriting. The findings of this review can guide future research and contribute to the development of more effective assessment tools in this field.