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Subject: Human Development and Family Studies × Author: Chanu, Hijam Laxmi × Start date: 2000 × Type: Thesis × Thesis Type: Ph.D ×
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    Role of visual perception and writing readiness intervention in remediating handwriting skills of urban school children
    (Punjab Agricultural University, Ludhiana, 2018) Chanu, Hijam Laxmi; Vig, Deepika
    The present study was an attempt to investigate the role of visual perception and writing readiness intervention in remediating handwriting skills of urban school children. The total sample for the study consisted of 60 children of grade 3 from the public schools of Ludhiana city. Raven’s Coloured Progressive Matrices (Raven 1965) was used to assess the intellectual abilities of the children, Occupational Therapy Screening Test (Lilley 2006) Set A and B were used to assess the handwriting and sub-skills of visual perception respectively. Writing Readiness Assessment Tool was used to assess different pre-writing skills. Need-based individualized remedial intervention programme based on multisensory, visuo-motor integration and cognitive approaches was developed to improve handwriting legibility of children. Efficacy of the developed programme was tested by comparing pre and post-intervention scores of children. The automaticity level was assessed by comparing the sustainability of the improved scores achieved by each child during post-intervention-II testing. The results revealed that percentage of boys with poor handwriting were more as compared to girls. Pre-intervention scores revealed that more than half of the children with poor handwriting skills were found to have poor visual perception and writing readiness skills followed by average and good level. Out of all the sub-skills of visual perception ‘Visual Motor Integration’ followed by ‘Visual Discrimination’ were found to be the poorest among such children. However, after intervention, significant improvement was found in these skill. The results also revealed that out of all the dimensions of writing readiness, ‘Moving from freedom to confinement’ was found to be poorest in children with poor handwriting. Similarly, intervention improved the writing readiness skills of children as only 8.33 per cent of children remained in poor category after receiving intervention. Majority of the children achieved automaticity in average and good level of performance in both the visual perception and writing readiness skills. In all the five sub-skills of visual perception and dimensions of writing readiness 100 per cent automaticity was maintained by the students at average and good level respectively.