背景與研究目的: 先前研究顯示發展性協調障礙兒童在書寫過程以及書寫成果表現都較正常發展兒童差，但少有研究提到在學習的過程中，這兩組兒童的表現差異為何；此外筆畫順序的指引在書寫學習過程扮演的角色也甚少探討。本研究的目的是透過有筆畫順序指引以及沒有筆畫順序指引的書寫任務，比較兩組兒童學習中文生字的書寫表現差異。研究方法:二十五位發展性協調障礙兒童以及二十五位正常發展兒童參與本實驗。在實驗過程中，請兒童書寫六個中文生字各四十次，其中三個字有筆畫順序指引、另外三個則無。我們透過數位手寫板結合壓力感測墨水筆進行書寫與資料的收取，分析的參數包含書寫軌跡、筆畫速度、在紙上書寫的時間、提筆在空間中時間、時間分配比例、書寫壓力、以及每個筆畫的速度方向改變量。研究結果: 雖然每個參數在兩組兒童都未達顯著的差異，但所有的參數都有顯著的時間(學習)效應。除了書寫壓力外，發展性協調障礙兒童在兩種任務表現的參數差異比正常發展兒童表現的差異來的小，且在有筆畫順序指引的任務中，筆畫速度較慢、字體軌跡較小且施予在紙上的壓力也較輕。藉此我們推測，有給與筆畫順序的提示對於發展性協調障礙兒童是種幫助學習的方式。在整體上，我們也發現兩組兒童在所有的任務上都有相近的學習趨勢；然而，在有筆畫順序指引的任務中，在末段的書寫任務都還尚未達到學習的高原期，我們預測在這種模式的學習下，透過更多次的練習也許能有更好的學習效果。臨床應用: 透過研究結果能讓我們了解兒童在學習書寫一個新的生字過程中的表現，未來也能更進一步設計發展性協調障礙兒童與正常發展兒童的書寫學習策略。

Background and Purpose: Previous studies have shown that children with Developmental Coordination Disorder (DCD) perform significantly worse than children with typical development (TD) both in handwriting processes and handwriting production. However, very few studies have focused on a comparison of the learning process involved in writing new words between children with DCD and children with TD. Furthermore, children are provided with the stroke sequence when learning to write a new word, so the question arises as to whether the provision of stroke sequence plays a role in their learning. The purpose of this study was to examine and compare the process of learning to write new words with and without instruction in children with DCD and children with TD.
Methods: Twenty five children with DCD and twenty five children with TD participated in the study. Children were asked to write six words 40 times, including three words with stroke sequence instruction and three words without. Writing process data were collected with Wacom Intuos 5 digitizing writing tablet. The variables of writing included trajectory, velocity, on-paper time, in-air time, time ratio, pressure and number of changes in velocity direction per stroke that were analyzed with three-way ANOVA, with group as between and time as within factors.
Results and discussion: Although the main group effect was not significant in all variables, the time effect for all variables was significant. The children with DCD exhibited relatively smaller differences between the handwriting task with stroke instruction and without stroke instruction as compared to the children with TD in all the parameters except pen pressure. These children also wrote more slowly, with smaller size and with less pen pressure than children with TD in the tasks with stroke instructions. We speculate that learning with stroke instructions may be helpful for children with DCD. All children learned the words at a similar rate in most tasks. In the task with stroke instructions, most parameters did not reach the plateau in the end. We posit this might imply that learning with stroke instruction may go further with longer time of practice.
Clinical Relevance: The outcome contributes to an understanding of the learning process for writing new words in children with DCD and children with TD. It also may help clinicians develop a learning strategy for children with DCD and children with TD in the area of writing.

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