TITLE:
The Effect of a Visual Memory Training Program on Chinese Handwriting Performance of Primary School Students with Dyslexia in Hong Kong
AUTHORS:
Cecilia W. P. Li-Tsang, Agnes S. K. Wong, Linda F. L. Tse, Hebe Y. H. Lam, Viola H. L. Pang, Cathy Y. F. Kwok, Maggie W. S. Lin
KEYWORDS:
Visual Memory, Handwriting, Dyslexia, Primary School Students, Chinese
JOURNAL NAME:
Open Journal of Therapy and Rehabilitation,
Vol.3 No.4,
November
13,
2015
ABSTRACT: This study investigated the effect of a visual memory training program on Chinese handwriting performance among primary school students with dyslexia in Hong Kong. Eight students of Grade 2 to 3 who were diagnosed with dyslexia were recruited. All participants received six sessions of training, which composed of 30-minute computerized game-based visual memory training and 30-minute Chinese character segmentation training. Visual perceptual skills and Chinese handwriting performance were assessed before and after the training, as well as three weeks after training using the Test of Visual Perceptual Skills (3rd edition) (TVPS-3) and the Chinese Handwriting Analysis System (CHAS). In comparing the pre- and post-training results, paired t-tests revealed significant improvements in visual memory skills, as well as handwriting speed, pause time and pen pressure after the training. There was no significant improvement in handwriting accuracy or legibility. The improved visual memory and handwriting performance did not show a significant drop at the follow-up assessments. This study showed promising results on a structured program to improve the Chinese handwriting performance, mainly in speed, of primary school children. The improvements appeared to be well-sustained after the training program. There is a need to further study the long-term effect of the program through a randomized controlled trial study.