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Background and aim:One of the common learning disability is dysgraphia that interferes academic progressive and/or activity of daily living in children.The aim of this study was comparative assessment of hand sensory - motor skills in 9 -11 ages
Materials and Methods: 20 dysgraphia and 40 normal children were selected for comparison. Participants were evaluated by Smmes-Weinstein Monofilaments (SWMs), The Minnesota Manual Hand Dexterity Test (MMDT), Power Grip Test with Dynamometer (GS), Pinch Strength with Pinch Guage (thumb to middle-thumb to index test) and Minnesota Hand Writing Test (MHT).They were divided into A (dysgraphia) and B (normal)Groups. In this research, dominant hand was right. All Data were analyzed by T-Test and Chi – square Tests with SPSS version13.
Results:The study showed that sensory-motor skills hand writing in dysgraphia children were significantly lower than normal children. There was a significant relationship between tactile threshold and dysgraphia. (P<0.05).In children with dysgraphia, the tactile threshold was high. Hand dexterity was significantly poorer in A group than B group. (P<0.05). Grip strength and Pinch strength were significantly poorer in A group than B group. (P<0.05 for G.S and P<0.05 for P.S). There was a significant relationship between handwriting skill and dysgraphia. (P<0.05).
Conclusion: Findings of this study, could be created in the mind of experts and therapists that perhaps with determination of suitable sensory-motor evaluations of precise Prpcedure to prevent and treat children who have dysgraphia problem,

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Background and Aim: Developmental dysgraphia is a kind of learning disabilities in school students. Evaluation of the sensory and motor skills in hand  of these persons by appropriate, functional and real tests demonstrates that their fine and complex hand sensory-motor abilities are prerequisites of intervention planning.  Purdue Pegboard and Two-Point Discrimination Tests are used for evaluation of the hand motor and sensory skills respectively. This study was aimed to evaluate the test-retest reliability of these tests in students with developmental dysgraphia.

Materials and Methods: In this descriptive-analytic study hand sensory-motor skills were evaluated in 23 students with developmental dysgraphia (8-11 years) in Tabriz city by Purdue Pegboard and static and moving Two-Point Discrimination tests. Test-retest reliability of mentioned tests was done between and within examiners via intra-class correlation coefficient and independent t-test  was done for the comparison of the skills between girls and boys and right and left-handed students and Pearson correlation coefficient was calculated for the relationship between motor and sensory skills.

Results: Intra-class correlation coefficients of Purdue Pegboard, static and moving two-point discrimination tests for inter-session and intra-session reliability were ranged from 0.77 to 0.94 and 0.69 to 0.92 respectively. There was no significant relationship between motor and sensory skills (p>0.05).

Conclusion: Because of high reliability of these tests, it can be used them for evaluating the sensory-motor skills and intervention planning in students with developmental dysgraphia. Loss of relationship between motor and sensory skills can be related to the pathology of dysgraphia that needs further researches.