Comparison of writing performance and perception of performance in children with dyslexia

Occupational therapists need to make a more detailed examination in order to identify the source of the difficulties they experience in writing activity, which is a complex process in children with dyslexia, and to improve their writing activity. This study was planned to examine the relationship between handwriting performance and perception of performance in children with dyslexia. 45 children with dyslexia and 45 children with typical development were included in our study. Consent forms were obtained from all children and parents, and sociodemographic information of the children was questioned. Minnesota Handwriting Test (MHT) was used to evaluate the handwriting performance of children with dyslexia and with typical development; The Here is How I Write Test was used to evaluate the perception of handwriting performance. After the evaluation, children's handwriting performance and perception of performance were compared. It was found that children with dyslexia had a more positive perception of performance despite low handwriting performance (p˂0.05). In addition it was found that children with dyslexia got lower scores in the speed, legibility, shape, alignment, size and range categories of MHT compared to the control group, and there was a statistically significant difference between the two groups (p˂0.05). A statistically significant difference was found between children with dyslexia and typical development in affect, performance and physical characteristics subtests related to perception of handwriting performance, and children with dyslexia were found to have lower perception of writing performance than children with typical development (p˂0.05). Therefore, it shows that the self-awareness of the dyslexia group is affected and this skill needs to be supported. We think that paying more attention to children's self-awareness during the handwriting evaluation process will contribute to the process.