OBJECTIVE. This study investigated the psychometric properties of the Here’s How I Write–Hebrew (HHIW–HE) and compared handwriting self-awareness between children with and without dysgraphia.

METHOD. Fifty-eight children (29 with and 29 without dysgraphia) completed the HHIW–HE. Occupational therapists provided corresponding ratings that were based on objective handwriting assessments. Self-awareness was measured through child–therapist consensus.

RESULTS. The HHIW–HE has an internal consistency of α = .884. Children with dysgraphia rated themselves as significantly more impaired than controls on 6 of 24 HHIW–HE items and on the total score, with medium to large effect sizes (0.37–0.61). Mean child–therapist agreement was significantly higher for the controls than for the research group, t(56) = 4.268, p = .000.

CONCLUSION. Results support the HHIW–HE’s validity. Children with dysgraphia reported more handwriting difficulties than did controls; however, they tended to overestimate their handwriting abilities.

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