Discovering relationship between graphomotor difficulties and isochrony in childrens online handwriting

Abstract

Approximately 30–60 % of the time children spend in school is associated with handwriting. However, up to 30% of them experience graphomotor difficulties (GD), which lead to a decrease in their academic performance. Current GD diagnostic methods are not unified and show signs of subjectivity which can lead to misdiagnosis. This paper proposes novel handwriting features based on movement isochorny that enable computerised assessment of GD with approximately 20 % error.