Dulce Romero-Ayuso, Garbiñe Guerra-Begoña, Laura Marco-Miralles, José Matías Triviño-Juárez, Sonia Pérez-Rodríguez, Carmen Vidal-Ramírez, Abel Toledano-González, Sara Rosenblum
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Initial validation of the handwriting proficiency screening questionnaire (HPSQ-C) translated to Spanish
Handwriting is a perceptual-motor skill encompassing a series of psychomotor skills related to academic performance. The main aim of this study was to translate and study the psychometric properties of the Handwriting Proficiency Screening Questionnaire for Children (HPSQ-C) for the Spanish population. A study was conducted on a final sample of 164 children from the 1st to 5th year of primary school (mean age 8.46 ± 1.14 years). Construct validity was examined using confirmatory factor analysis (CFA). The Spanish version of HPSQ-C required a change in items 3 and 5. The CFA showed three factors: (1) physical and emotional well-being; (2) performance time; and (3) legibility. The internal consistency of the Spanish version of the HPSQ-C was lower than satisfactory (ω = 0.68). The goodness of fit measures for the factor structure of HPSQ-C’s Spanish version was < 0.001 and the CFI was 1, which suggests a good fit. The psychometric analysis confirmed the HPSQ-C Spanish version’s internal consistency and construct validity. HPSQ-C provides a unique opportunity to evaluate handwriting from the child’s perspective.
期刊介绍：
Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
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