| dc.description.abstract | To achieve effective communication through handwriting, the writing needs to be readable and fluid (Barnett, Henderson, Scheib and Schulz, 2009). For many years, it has been usual to evaluate the readability of handwriting and, lately, tests have been developed that evaluate fluency/speed of handwriting, among others, the HST test in Australia (Wallen, Bonney and Lennox, 1996), the PALII test in the United States (Berninger, 2007) and the DASH test in the United Kingdom (Barnett, Henderson, Scheib and Schulz, 2007). The measurement of the handwriting fluency is simple and its effects are important in schooling: there are many works that must be handwritten, it is necessary to take notes and children have to respond in a time frame. In addition, according to studies carried out from the neurodevelopmental view of writing, the handwriting fluency affects the quantity and quality of the generation of texts until the age of 16 (Berninger and Swanson, 1994; Berninger and Graham, 1998). On the other hand, it is known that the speed of letters increases course after course, at least until the secondary years; and as it has been proven at international level, there is a gender-gap at this point: boys’ results are significantly worse. In this article, first we will define the constructs of legibility and fluency/speed of handwriting. Afterwards, we will underline the importance of identifying the handwriting fluency and finally we will show the handwriting fluency results obtained in The Basque Autonomous Community (EAE), according to course and gender.; Eskuz idazterakoan komunikazio eraginkorra lortu nahi bada, idazten denak, irakurgarria izateaz gain, abiadura on batekin idatzia egon behar du (Barnett, Henderson, Scheib and Schulz, 2009). Urte askotan klasikoa izan da letren irakurgarritasuna ebaluatzea eta azkenaldian letraren abiadura ebaluatzen duten testak garatu dira, besteak beste, HST testa Australian (Wallen, Bonney and Lennox, 1996), PAL-II testa Estatu Batuetan (Berninger, 2007) eta DASH testa Erresuma Batuan (Barnett, Henderson, Scheib and Schulz, 2007). Letraren abiadura neurtzea sinplea da eta haren eraginak garrantzitsuak dira eskolatzean: zeregin asko dago idatziz egiteko, apunteak hartu behar dira eta denbora-mugetan erantzun behar da. Gainera, neurogarapeneko idazketaren ikuspuntuaren baitan eginiko ikerketetan, letraren abiadurak testu-sorkuntzaren kantitatea eta kalitatea baldintzatzen du 16 urtera arte (Berninger and Swanson, 1994; Berninger and Graham, 1998). Bestalde, jakina da idazten den letra-jarioa haziz doala ikasmailaz ikasmaila, gutxienez DBHko 2. mailaraino eta, nazioartean ikusi denaren arabera, hazten doan letra kopuru horretan genero-desberdintasunak daude: mutilen puntuazioak esanguratsuki baxuagoak dira.Artikulu honetan, lehenik, letren irakurgarritasunaren eta abiaduraren konstruktuak azalduko dira; bigarrenik, letra-abiadurak identifikatzeak duen garrantziaz jardungo gara eta, azkenik, Euskal Autonomia Erkidegoko (EAE) Lehen Hezkuntzako haurren letren abiadura-batezbestekoak agertuko dira, ikasmailaren eta generoaren arabera. | |
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