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Handwriting performance in preterm children compared with term peers at age 6 to 7 years

Published online by Cambridge University Press:  18 February 2005

Katya P Feder
Affiliation:
Rehabilitation Science, McGill University, Canada.
Annette Majnemer
Affiliation:
School of Physical and Occupational Therapy, McGill University, Canada.
Daniel Bourbonnais
Affiliation:
School of Rehabilitation, University of Montreal, Canada.
Robert Platt
Affiliation:
Departments of Pediatrics, Epidemiology, Biostatistics, and Occupational Health, McGill University, Montreal, Quebec, Canada.
Marc Blayney
Affiliation:
Department of Neonatology, Children's Hospital of Eastern Ontario, Ottawa, Ontario, Canada.
Anne Synnes
Affiliation:
Department of Pediatrics, University of British Columbia, Vancouver, BC, Canada.
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Abstract

Preterm infants are at high risk for developmental impairments at school age. However, the impact of these impairments on important life skills, such as handwriting, is unknown. Forty-eight first-grade children (27 males, 21 females; mean age 6y 7mo, SD 3.9mo; range 6y 1mo to 7y 3mo) born preterm (birthweight <1250g; gestational age <34wks), without major physical or cognitive disabilities, were matched to 69 healthy, term control children (32 males, 37 females; mean age 6y 10mo, SD 3.6mo; range 6y 3mo to 7y 4mo) by sex and school class. All children were assessed using the Evaluation Tool of Children's Handwriting-Manuscript and several sensorimotor measures. Preterm children demonstrated significantly lower legibility and slower speed scores (p<0.01) compared with control children for most of the handwriting tasks. Factors associated with legibility were visual perception and eye–hand coordination (r[les ]0.50; p<0.05) and sex (r[les ]0.12; p=0.01). In-hand manipulation and finger identification (r[les ]0.43; p<0.01) were significantly correlated with slow handwriting speeds. Behaviour difficulties associated with hyperactivity and poor attention (Connors Abbreviated Symptoms Questionnaire) had a confounding influence on both legibility and speed. These findings may help guide early identification efforts and medical/therapeutic interventions for preterm children.

Type
Original Articles
Copyright
© 2005 Mac Keith Press

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