THE RELATIOSHIPBETWEENHANDSENSORY-MOTORFUNCTIONANDHANDWRITINGSKILLINSCHOOL STUDENTS WITHDEVELOPMENTAL DYSGRPHIA

Developmental dysgraphia is the one of learning disorders in school students. These people have problem in writing skills despite their normal intelligence and adequate visual, hearing, behavioral and psychological function. The purpose of this study was evaluating therelationship between hand sensory-motor function (including hand dexterity, sensory function, grip and pinch strength) and handwriting skill in school students with developmental dysgraphia. 20 school students aged 9 to 11years (3 girls and 17 boys) were participated non-randomly in this descriptive-analytic (correlational) study. Sensory-motor functions were evaluated via Minnesota manual dexterity, Semmes weinstein, dynamometer and pinch gauge tests and hand writing skill was evaluated via Minnesota handwriting test. Data were analyzed by statistical correlation and regression tests. There was a significant relationship between hand dexterity and light/pressure touch with hand writing (P< 0.05) but not about pinch and grip strength (P>0.05). Poor hand writing of dysgraphia students is the result of their poor hand dexterity and sensory function. So the use of sensory-motor techniques in their treatment plan is suggested.