請用此 Handle URI 來引用此文件:
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/53806
完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 王湉妮(Tien-Ni Wang) | |
dc.contributor.author | Shu-Ting Wang | en |
dc.contributor.author | 王姝婷 | zh_TW |
dc.date.accessioned | 2021-06-16T02:30:10Z | - |
dc.date.available | 2020-08-26 | |
dc.date.copyright | 2020-08-26 | |
dc.date.issued | 2020 | |
dc.date.submitted | 2020-08-04 | |
dc.identifier.citation | 教育部 (2002)。國民小學學生作業簿規格。 張韶霞、余南瑩 (2012)。兒童寫字表現評量表 ─ 寫字困難亞型與寫字先備能力分析。台北:心理出版社。 張韶霞 (2017)。寫字先備能力與寫字技巧。曾美惠,小兒職能治療學(第一版,頁16-11)。台北:禾楓出版社。 莊德明、鄧賢瑛 (2009):漢字構形資料庫的研發與應用。中研院資訊所文獻處理實驗室。 Broussard, M. (2010). Reliability of The Print Tool™ in measuring handwriting abilities in kindergarten students (Doctoral dissertation). Cermak, S. A., Bissell, J. (2014). Content and construct validity of Here’s How I Write (HHIW): A child’s self-assessment and goal setting tool. American Journal of Occupational Therapy, 68(3), 296-306. Chang, S.-H., Yu, N.-Y. (2005). Evaluation and classification of types of Chinese handwriting deficits in elementary school children. Perceptual and Motor Skills, 101(2), 631-647. Chang, S.-H., Yu, N.-Y., Shie, J.-J. (2009). The preliminary development of computer-assisted assessment of Chinese handwriting performance. Perceptual and Motor Skills, 108(3), 887-904. Donica, D. K., Holt, S. (2019). Examining validity of the Print Tool compared with Test of Handwriting Skills–Revised. OTJR: Occupation, Participation and Health, 39(3), 167-175. Duff, S., Goyen, T.-A. (2010). Reliability and validity of the Evaluation Tool of Children’s Handwriting–Cursive (ETCH–C) using the general scoring criteria. American Journal of Occupational Therapy, 64(1), 37-46. Engel-Yeger, B., Nagauker-Yanuv, L., Rosenblum, S. (2009). Handwriting performance, self-reports, and perceived self-efficacy among children with dysgraphia. American Journal of Occupational Therapy, 63(2), 182-192. Feder, K. P., Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medecine Children Neurology, 49(4), 312-317. Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., Tatham, R. L. (2006). Multivariate data analysis (6th ed.). 149-151. New Jersey: Prentice-Hall. Hammerschmidt, S. L., Sudsawad, P. (2004). Teachers' survey on problems with handwriting: referral, evaluation, and outcomes. American Journal of Occupational Therapy, 58(2), 185-192. Hamstra-Bletz, L., Blöte, A. W. (1993). A Longitudinal Study on Dysgraphic Handwriting in Primary School. Journal of Learning Disabilities, 26(10), 689-699. Hinkle, D. R., Wiersma, W. Jurs, S. G. (1998). Applied statistics for the behavioural sciences (4th ed.). Boston, MA: Houghton Mifflin. Hsueh, I. P. (1997). Performance of school-aged children on a Chinese handwriting speed test. Occupational Therapy International, 4(4), 294-303. Koo, T. K., Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15(2), 155-163. Koziatek, S. M., Powell, N. J. (2002). A Validity Study of the Evaluation Tool of Children’s Handwriting–Cursive. American Journal of Occupational Therapy, 56(4), 446-453. Lee, T. I., Howe, T. H., Chen, H. L., Wang, T. N. (2016). Predicting Handwriting Legibility in Taiwanese Elementary School Children. American Journal of Occupational Therapy, 70(6), 7006220020p7006220021-7006220020p7006220029. Lee, Y. (2004). Writing characteristics of Taiwanese students with handwriting difficulties. Journal of Taiwan Normal University Education, 49, 43-64. Lexell, J. E., Downham, D. Y. (2005). How to assess the reliability of measurements in rehabilitation. American Journal of Physical Medicine and Rehabilitation, 84, 719. Li-Tsang, C. W. P., Au, R. K. C., Chan, M. H. Y., Chan, L. W. L., Lau, G. M. T., Lo, T. K., Leung, H. W. H. (2011). Handwriting characteristics among secondary students with and without physical disabilities: A study with a computerized tool. Research in Developmental Disabilities, 32(1), 207-216. Li-Tsang, C. W. P., Wong, A. S. K., Leung, H. W. H., Cheng, J. S., Chiu, B. H. W., Tse, L. F. L., Chung, R. C. K. (2013). Validation of the Chinese Handwriting Analysis System (CHAS) for primary school students in Hong Kong. Research in Developmental Disabilities, 34(9), 2872-2883. Li-Tsang, C. W. P., Li, T. M. H., Lau, M. S. W., Lo, A. G. W., Ho, C. H. Y., Leung, H. W. H. (2019). Computerised Handwriting Speed Test System (CHSTS): Validation of a handwriting assessment for Chinese secondary students. Australian Occupational Therapy Journal, 66(1), 91-99. Marquardt, C., Diaz Meyer, M., Schneider, M., Hilgemann, R. (2016). Learning handwriting at school – A teachers' survey on actual problems and future options. Trends in Neuroscience and Education, 5(3), 82-89. Milone, M. (2007). THS-R: Test of Handwriting Skills, Revised: Academic Therapy Publications. Peterson, C. Q. (1999). The effectiveness of a multisensory writing programme for improving cursive writing ability in children with sensori-motor difficulties. Canadian Journal of Occupational Therapy, 61, 206-214. Reisman, J. E. (1991). Poor handwriting: Who is referred? American Journal of Occupational Therapy, 45(9), 849-852. Reisman, J. E. (1993). Development and reliability of the Research version of the minnesota handwriting test. Physical and Occupational Therapy in Pediatrics, 13(2), 41-55. Su, Y.-F., Samuels, S. J. (2010). Developmental changes in character-complexity and word-length effects when reading Chinese script. Reading and Writing, 23(9), 1085-1108. Tseng, M. H. (1994). Construct validity of the tseng teacher handwriting checklist. Occupational Therapy International, 1(2), 90-102. Tseng, M. H., Hsueh, I.-P. (1997). Performance of school-aged children on a Chinese handwriting speed test. Occupational Therapy International, 4(4), 294-303. Van Deusen, J., Brunt, D. (1997). Assssment in occupational therapy and physical therapy. Philadelphia, PA: WB Saunders Company. Yeh, S.-L., Li, J.-L., Takeuchi, T., Sun, V., Liu, W.-R. (2003). The role of learning experience on the perceptual organization of Chinese characters. Visual Cognition, 10(6), 729-764. | |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/53806 | - |
dc.description.abstract | 背景與目的:書寫易讀性為書寫文字易於他人閱讀的程度。書寫易讀性不佳,可能阻礙書寫的表達或得到較低的評分。根據文獻回顧,中文書寫易讀性評估包含問卷與電腦化評估兩種形式,問卷可能受填答者的主觀判斷影響,而電腦化評估目前尚無法分析字體內部部件間的書寫表現。因此需發展中文書寫評估工具,以補足過往評估的限制。本研究目的共有二項:(一) 發展兒童中文書寫易讀性評估,以紙本的形式,客觀地評估孩童的中文書寫易讀性表現。(二) 驗證兒童中文書寫易讀性評估工具的心理計量特性。 方法:共150位國小低年級孩童參與本研究。本研究分為兩個階段:(一) 發展階段:經由文獻回顧並採納專家意見,將書寫易讀性的評估分為五個面向:「大小」、「位置」、「旋轉」、「部件大小」及「部件空間」,並透過另外計分的筆畫面向作為評估的參考。(二) 心理計量特性驗證:施測者內信度、施測者間信度、再測信度、因素效度、收斂效度,以及區辨效度。 結果:兒童中文書寫易讀性評估具有良好的施測者內信度及施測者間信度 (ICC > 0.80)。總分及筆畫的再測信度良好 (ICC = 0.83, 0.74);五個分向度的再測信度尚可至良好 (ICC = 0.52 ~ 0.82)。因素效度的結果,「旋轉」面向的因素負荷量過低 (λ= 0.20),其餘四個面向皆具備可接受的標準 (λ= 0.48 ~ 0.53),而將「旋轉」面向刪除。收斂效度的結果,與兒童寫字表現評量表具低至中度顯著相關。區辨效度結果顯示,可區辨一般發展孩童與書寫困難孩童之差異。 討論:兒童中文書寫易讀性評估,具備良好的信度及效度,可透過紙本的形式,客觀地評估孩童之書寫易讀性表現,以了解孩童書寫易讀性的問題類型與嚴重程度,作為後續書寫易讀性相關介入內容之參考。 | zh_TW |
dc.description.abstract | Background and purpose: Handwriting legibility represents the readability of the handwriting products. Problems in handwriting legibility may affect a child’s communication in written formation and receive poorer grades from teachers. Chinese legibility assessments include questionnaire- and computer-based tools. However, information obtained from questionnaire is limited to subjective perception and computer-based test were unable to analysis radials within the Chinese character. Therefore, this study aims to develop the Chinese Handwriting Legibility Assessment for Children (CHLAC) and to examine the psychometric properties of the CHLAC. Methods: 150 elementary school students in grade 1-2 participated in this study. This study consisted of two phase. (1) Development phase: 5 domains were developed for scoring the legibility, including size, position, orientation, radical proportion, and radical space. Besides, an additional domain, stroke, gives supplementary information of handwriting legibility. (2) Examination of psychometric properties phase. Results: The CHLAC had good intra-rater and inter-rater reliabilities (ICC > 0.8). Test-retest reliabilities in total score and the stroke domain were good (ICC > 0.7), while adequate to good in the 5 domains (ICC = 0.52 ~ 0.82). Construct validity showed the factor loading of orientation domain was low (λ = 0.20), but the other 4 domains were acceptable (λ = 0.48 ~ 0.53). Therefore, the orientation domain was deleted from the CHLAC. The convergent validities showed low to moderate correlations with the CHEF. The CHLAC presented good discriminant validity to differentiate children with and without handwriting legibility problems (p < 0.001). Conclusion: The CHLAC presented good reliabilities and validities. The CHLAC may provide objective measurements of handwriting legibility through paper-based assessment that might provide guidelines for handwriting legibility intervention. | en |
dc.description.provenance | Made available in DSpace on 2021-06-16T02:30:10Z (GMT). No. of bitstreams: 1 U0001-0408202015500000.pdf: 3236921 bytes, checksum: 9d63ed95a11c6e7440c68f884c8940a1 (MD5) Previous issue date: 2020 | en |
dc.description.tableofcontents | 口試委員審定書……………………………………………………………..………....i 致謝…………………………………………………………………………..………...ii 中文摘要……………………………………………………………………..………..iv 英文摘要……………………………………………………………………..………...v 圖目錄………………………………………………………………………..…...…...ix 表目錄………………………………………………………………………...…..…....x 第一章 前言……………………………………………………………………….1 1.1 書寫………………………………………………………………….1 1.1.1書寫的重要性…………………………………………………1 1.1.2書寫表現的面向………………………………………………1 1.2 書寫易讀性的評估…………………………………………………..2 1.2.1書寫易讀性評估之文獻回顧…………………………………2 1.2.1.1大小………………………………………...……..……...3 1.2.1.2位置…………..………………………………….…….…4 1.2.1.3旋轉……………...……………………………......……...5 1.2.1.4字體結構………………..………………………….….…5 1.2.2書寫易讀性評估之限制………………………………………6 1.3 研究目的…………………………………………………..…………8 第二章 方法……………………………………………………………...……….9 2.1 兒童中文書寫易讀性評估之發展過程…………………………….9 2.2 評估面向之定義……………………………………………………10 2.3 計分方式……………………………………………………………11 2.4 施測設備……………………………………………..……………..12 2.5 兒童中文書寫易讀性評估之心理計量特性驗證…………………12 2.5.1研究對象……………………………………………….…….12 2.5.2研究流程……………………………………………….…….12 2.5.3評估工具……………………………………………….…….13 2.5.4兒童中文書寫易讀性評估之信度驗證……………….…….13 2.5.4.1施測者內信度及施測者間信度………………………..13 2.5.4.2再測信度………………………………………………..13 2.5.5兒童中文書寫易讀性評估之效度驗證………………….….14 2.5.5.1因素效度………………………………………….…….14 2.5.5.2收斂效度………………………………………….…….14 2.5.5.3區辨效度…………………………………..……………14 第三章 結果……………………………………………………………...………15 3.1 兒童中文書寫易讀性評估之信度…………………………………15 3.1.1施測者內信度及施測者間信度………...…………………...15 3.1.2再測信度……………………………………………………..15 3.2 兒童中文書寫易讀性評估之效度…………………………………15 3.2.1因素效度………………………………...…………………...15 3.2.2收斂效度……………………………………………………..16 3.2.3區辨效度…………………………………………………..…16 第四章 討論……………………………………………………………...………18 4.1 兒童中文書寫易讀性評估之信度…………………………………18 4.1.1施測者內信度及施測者間信度………...…………………...18 4.1.2再測信度……………………………………………………..18 4.2 兒童中文書寫易讀性評估之效度…………………………………19 4.2.1因素效度………………………………...…………………...19 4.2.2收斂效度……………………………………………………..20 4.2.3區辨效度……………………………………………………..21 4.3 兒童中文書寫易讀性評估四個面向總分之心理計量特性驗證…22 4.4 研究限制……………………………………………………………23 4.5 總結與建議…………………………………………………………23 參考文獻………………………………………………………………..……………39 附錄1:評分標準與範例…………………………………………………..……….42 附錄2:透明板計分框線………………………………………………..………….50 附錄3:施測紙張範例 …………………………………………..………..……….51 | |
dc.language.iso | zh-TW | |
dc.title | 兒童中文書寫易讀性評估之發展 | zh_TW |
dc.title | Development of the Chinese Handwriting Legibility Assessment for Children | en |
dc.type | Thesis | |
dc.date.schoolyear | 108-2 | |
dc.description.degree | 碩士 | |
dc.contributor.oralexamcommittee | 陳顥齡(Hao-Ling Chen),林鋐宇(Hung-Yu Lin),謝正宜(Jeng-Yi Shieh),傅中珮(Chung-Pei Fu) | |
dc.subject.keyword | 中文字,書寫,易讀性,評估工具,心理計量特性, | zh_TW |
dc.subject.keyword | Chinese characters,handwriting,legibility,assessment,psychometric properties, | en |
dc.relation.page | 51 | |
dc.identifier.doi | 10.6342/NTU202002383 | |
dc.rights.note | 有償授權 | |
dc.date.accepted | 2020-08-05 | |
dc.contributor.author-college | 醫學院 | zh_TW |
dc.contributor.author-dept | 職能治療研究所 | zh_TW |
顯示於系所單位: | 職能治療學系 |
文件中的檔案:
檔案 | 大小 | 格式 | |
---|---|---|---|
U0001-0408202015500000.pdf 目前未授權公開取用 | 3.16 MB | Adobe PDF |
系統中的文件,除了特別指名其著作權條款之外,均受到著作權保護,並且保留所有的權利。