الفهرس 
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Abstract
Psychomotor Ability is the ability to perform body motor movements (movement of fingers, hands, legs, etc) with precision, coordination, or strength.
Handwriting and drawing are complex motor behaviors in which linguistic, psychomotor, and biomechanical processes closely interact with maturational, developmental, and learning processes. Like other complex motor and linguistic skills such
as speech and reading, handwriting requires extended time for a high level of proficiency to develop.
Handwriting is a complex psychomotor skill
encompassing a blend of visual–motor coordination abilities,
motor planning, cognitive, and perceptual skills, as well as
tactile and kinesthetic sensitivities. It is important to identify
handwriting performance components as a mean of targeting
effective intervention strategies. The motor and psychomotor
components related to handwriting performance may include
fine motor control (in-hand manipulation, bilateral integration,
and motor planning), visual–motor integration, visual
perception, kinesthesia, sensory modalities, and sustained
attention.
Handwriting difficulty or dysgraphia was defined as a
disturbance or difficulty in the production of written language
that is related to the mechanics of writing. It has also been
referred to as a specific learning disability. The problem is
manifested in the inadequate performance of handwriting
among children who are of at least average intelligence and
who have not been identified as having any obvious
neurological problems.
Typically, a child with dysgraphia may has one or more of
the following deficits in his skills:
1. Deficits in Visual-Perceptual Skills.
2. Deficits in Orthographic Coding.
3. Deficits in Motor Planning and Execution.
4. Impaired Kinesthetic Feedback.
5. Deficits in Visual-Motor Coordination.
Over the years, many methods have been developed for
the evaluation of handwriting difficulties. Most are based on
analyzing the handwritten product and speed. In recent years,
more attention has been devoted to identifying the features of
handwriting process deficits among children with a variety of
perceptual-motor and learning problems.
Spelling is not part of the federal definition of LD but
should be assessed, as it may represent the source of difficulty
for children who have problems involving written expression.
Spelling also provides important informal assessments of
handwriting and error patterns.
Assessment instruments, which may be useful in
diagnosing written language disorders include:
1) Bender Gestalt Test (Bender, 1938).
2) Test of Written Language - Third Edition (TOWL 3)
(Hammill and Larsen, 1996).
3) Woodcock-Johnson Psychoeducational Battery - Third
Edition (McGrew & Woodcock 2001).
4) The WISC-IV Processing Speed Index (PSI) (Wechsler,
2003).
5) The Beery Developmental Test of Visual Motor
Integration (VMI) (Beery & Beery, 2004).
6) The Bruininks-Oseretsky Test of Motor Proficiency
(Bruininks & Bruininks, 2005).
7) Grooved Pegboard Test (Hebben and Milberg, 2009).
Prevention, remediation and accommodation are all
important elements in the treatment of dysgraphia. Many
problems can be prevented by early training. Also, early
detection and intervention are most advantageous for the
student’s academic success.
Intervention Techniques:
1. Sensorimotor program using multisensory stimulation
as well as gross, fine, and visual motor strengthening
activities.
2. Muscle training and over-learning good techniques.
3. The self-regulation, self-development (SRSD) model
uses both self-regulation and specific writing
strategies.
4. A Montessori approach.
5. Cognitive Orientation to Occupational Performance
(CO-OP) or Verbal Self Guidance.
6. Neuromotor task training (NTT).