Shahid Beheshti University of Medical Sciences The Scientific Journal of Rehabilitation Medicine 2251-8401 1 3 2012 09 22 The relation between in hand manipulation skills,and visual-motor integration skills with hand writing skills of students of grade one of primery schools in Tehran The relation between in hand manipulation skills,and visual-motor integration skills with hand writing skills of students of grade one of primery schools in Tehran 35 40 1100083 10.22037/jrm.2012.1100083 FA Minoo Kalantari 1. Lecturer of Occupation Therapy, PHD student of Occupation Therapy, Faculty of Rehabilitation Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran 0000-0002-2625-4397 Mina Mirahmadpour 2. MSc in Occupational therapy, Faculty of Rehabilitation Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran Navid Mirzakhani 3. Lecturer of Occupation Therapy, Faculty of Rehabilitation Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran 0000-0002-0603-5808 Fatemeh Hadavand Khani 4. BSc of Occupation Therapy Vahid Nejati 5. Neuropsychologist, Head of Brain and Cognitive Science Research Group of Shahid Beheshti University, Tehran, Iran. 0000-0003-0419-5207 Journal Article 2012 01 10 Background and Aim: Hand writing is one of the most important abilities that children can gain and use as one part of their duties during their schooling. Students should write fluently and fast to have good connection with school works and gain good grades in exams. It is clear that hand writing problems can influence on children’s other abilities, because this skill is declared often as a reflection of intelligence and although what they write is the same, students with bad hand writing gain lower grades than students with nice hand writing. Recognition of sub base items in this problem will be affective in assessment, intermediation and prevention programs for children who are suffering from this problem. This study is designed to appoint the relation between in hand manipulation skills and visual-motor integration skills with hand writing skills of students of grade one of primary schools in Tehran. <br />Material & Methods: This study was a descriptive-analytic (sectional) investigation. 139 students had been chosen by accident. Instruments which had been used in this study consisted of visual-motor integration test, hand writing quality checklist, chronometer and nine hole PEG test. After data collection, the results were analyzed. <br />Results: The results indicate that visual- motor integration and in hand manipulation skills both are affective in children’s hand writing skills. Grades of girls and boys in visual-motor integration were significantly different. Mean grade of girls in this test was higher than boys, but these variants in hand manipulation skills were not significantly different. Also there was no significant different in handwriting speed and quality between boys and girls. <br />Conclusion: The results indicate that by assessment of visual- motor integration skills and in hand manipulation skills we may be able to find more exact ways to prevent and treat children who are suffering from hand writing problems. Background and Aim: Hand writing is one of the most important abilities that children can gain and use as one part of their duties during their schooling. Students should write fluently and fast to have good connection with school works and gain good grades in exams. It is clear that hand writing problems can influence on children’s other abilities, because this skill is declared often as a reflection of intelligence and although what they write is the same, students with bad hand writing gain lower grades than students with nice hand writing. Recognition of sub base items in this problem will be affective in assessment, intermediation and prevention programs for children who are suffering from this problem. This study is designed to appoint the relation between in hand manipulation skills and visual-motor integration skills with hand writing skills of students of grade one of primary schools in Tehran. <br />Material & Methods: This study was a descriptive-analytic (sectional) investigation. 139 students had been chosen by accident. Instruments which had been used in this study consisted of visual-motor integration test, hand writing quality checklist, chronometer and nine hole PEG test. After data collection, the results were analyzed. <br />Results: The results indicate that visual- motor integration and in hand manipulation skills both are affective in children’s hand writing skills. Grades of girls and boys in visual-motor integration were significantly different. Mean grade of girls in this test was higher than boys, but these variants in hand manipulation skills were not significantly different. Also there was no significant different in handwriting speed and quality between boys and girls. <br />Conclusion: The results indicate that by assessment of visual- motor integration skills and in hand manipulation skills we may be able to find more exact ways to prevent and treat children who are suffering from hand writing problems. https://medrehab.sbmu.ac.ir/article_1100083_c3e9b2e09f37443e4196942e483318cc.pdf