良好的書寫表現(handwriting)會需要視覺動作整合能力、視知覺和動作協調能力。除了上述能力外，近來許多研究也提出工作記憶能力在書寫過程中的重要性。鑿於過去研究多是針對注意力不足/過動症學齡期階段的書寫表現進行研究，本研究主要探討注意力不足/過動大班幼兒視覺空間工作記憶能力與書寫表現之關聯，以及讀寫經驗是否會影響視覺空間工作記憶能力與書寫表現間的關係。
本研究招收三十位疑似注意力不足/過動症大班幼兒，透過近端仿寫瞭解書寫表現、點矩陣逆向測驗瞭解視覺空間工作記憶能力以及閱讀書寫經驗問卷瞭解幼兒園及家庭之讀寫環境。以皮爾森相關分析瞭解書寫表現、視覺空間工作記憶能力、讀寫環境間的關聯性，再以階層迴歸分析檢驗視覺空間工作記憶能力對書寫表現的預測效果以及視覺空間工作記憶能力與家庭讀寫環境、幼兒園讀寫環境對書寫表現的交互作用。
結果顯示視覺空間工作記憶能力與整體書寫表現、字體單一部件緊密度和筆畫數正確性有顯著正相關；在控制視覺動作整合能力後，視覺空間工作記憶能力對書寫表現仍有預測效果；視覺空間工作記憶能力和幼兒園讀寫經驗對書寫表現有顯著交互作用，表示視覺空間工作記憶能力對書寫表現的影響會因為幼兒園讀寫經驗而改變。最後也根據研究結果提出未來研究及實務上建議。

Handwriting performance requires visual-motor integration, visual perception, and motor coordination abilities. In addition to these skills, recent research has emphasized the importance of working memory in the handwriting process. While previous studies mainly focused on school-age children with attention-deficit/hyperactivity disorder (ADHD), this study aimed to explore the relationship between visuospatial working memory and handwriting performance in preschoolers with suspected ADHD, as well as whether literacy experiences would affect this relationship.
The study included thirty preschoolers with suspected ADHD. The researcher assessed handwriting performance through near copying, measured visuospatial working memory using a dot matrix backward test, and gathered information about their literacy environments from questionnaires about their kindergarten and home settings. Pearson correlation analysis was used to examine the associations between handwriting performance, visuospatial working memory, and literacy environments. Hierarchical regression analysis was employed to investigate the predictive effect of visuospatial working memory on handwriting performance, as well as the interactive effects of visuospatial working memory with family and kindergarten literacy environments.
The results indicated a significant positive correlation between visuospatial working memory and handwriting performance, letter unit closeness, and stroke accuracy. Even after controlling for visual-motor integration abilities, visuospatial working memory still predicted handwriting performance. Moreover, there was a significant interaction between visuospatial working memory and kindergarten literacy experiences, indicating that the impact of visuospatial working memory on handwriting performance could vary depending on the child's exposure to literacy activities in the kindergarten setting. Finally, the study provided suggestions for future research and practical implications based on the findings.

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