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Journal articles on the topic 'Developmental dysgraphia'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Golubović, Slavica, Nevena Ječmenica, Marijana Panić, and Vladica Žikić. "The characteristics of reading and orthography in children with dysgraphic handwriting." Nastava i vaspitanje 69, no. 2 (2020): 213–37. http://dx.doi.org/10.5937/nasvas2002213g.

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The aim of this study was to analyze the characteristics of reading and the orthographic level of handwriting in children with dysgraphic handwriting and children with typical development in the early grades of primary school. The research sample consisted of 94 children in the 3rd and 4th grades of primary school. The Handwriting Dysgraphia Assessment Test was used to assess the level of handwriting dysgraphia, while the analysis of the orhographic level of handwriting involved the assessment of the frequency and type of orthographic errors. The Three-Dimensional Reading Test was used in the second stage of research. Findings show the overall prevalence of handwriting dysgraphia in 13.8% of children, and a greater prevalence in boys (69.1%) relative to girls (30.9%). In the group of children with dysgraphic handwriting, 53.8% were categorized as having "graphomotor dysgraphia", while 46.2% were categorized as having "language dysgraphia". The study results suggest that there are no statistically significant differences between 3rd and 4th grade students in the application of orthographic rules to all writing tasks (t=1,33; df=11; p=0,17). Children with dysgraphic handwriting achieved poorer results on all writing tasks relative to children with typical development. A comparison of results of children with dysgraphic handwriting and children with typical development did not reveal statistically significant differences in reading speed tasks (t=1,10; df=18; p=0,32), number of mistakes (t=0,73; df=21; p=0,46), and reading comprehension (t=0,66; df=14; p=0,51). Increasing awareness of aspects of writing and reading where difficulties may occur, but also of aspects that represent children's developmental strengths, along with an effective assessment of language and cognitive abilities, would significantly improve the quality of the teaching process.

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2

Klejkina, Oksana Vladimirovna, and Klavdia Ivanovna Sultanbaeva. "The Organization of Correctional Work with Primary School-Aged Children with Different Types of Dysgraphia." Development of education, no. 4 (6) (December 18, 2019): 23–26. http://dx.doi.org/10.31483/r-53688.

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The article is devoted to the current problem – the organization of correctional work with primary school-aged children with different types of dysgraphia. The authors of the manuals used in the process of correctional and developmental work with primary school-aged children with different types of dysgraphia are indicated in the article. The purpose of the article is to reveal the peculiarities of the organization of correctional work on dysgraphia with primary school-aged children and to consider the specifics of identifying certain errors in writing, using traditional diagnostic methods, e.g. «Testing writing skills» by I.N. Sadovnikova and «Study of the writing process» by L.V. Venediktova and R.I. Lalaeva, as well as important pedagogical conditions, according to which correctional and developmental work becomes more effective. In effect, the success of correctional and developmental work with dysgraphia depends on pedagogical conditions: for mixed forms of dysgraphia, a differentiated approach will be used; close interaction of a special needs teacher, teacher-logopedist and primary school teacher, expressed in the fact that they are guided by a unified approach to practical work with primary school-aged students. During the study the following methods were applied: analysis, observation and descriptive. The data from experimental and development study of writing skills in primary school-aged students with different types of dysgraphia, a detailed description of the stages of the study, as well as the analysis of the study results are outlined in the article. The authors come to conclusion that it is necessary to cooperate the teacher-defectologist, teacher-speech therapist and primary school teacher for the effective organization of correctional work with primary school-age children with different types of dysgraphy.

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3

Yachini, Maya, and Naama Friedmann. "Developmental Graphemic Buffer Dysgraphia." Procedia - Social and Behavioral Sciences 6 (2010): 148–49. http://dx.doi.org/10.1016/j.sbspro.2010.08.073.

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4

Gubbay, Sasson S., and Nicholas H. de Klerk. "Assessment of developmental dysgraphia." Pediatric Neurology 11, no. 2 (September 1994): 110. http://dx.doi.org/10.1016/0887-8994(94)90240-2.

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5

Ćalasan, Slađana, Mile Vuković, and Radomir Arsić. "Lexical-semantic abilities in children with developmental dysgraphia." Zbornik radova Filozofskog fakulteta u Pristini 51, no. 1 (2021): 101–24. http://dx.doi.org/10.5937/zrffp51-28926.

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Empirical data indicate that children with developmental dysgraphia may exhibit various disorders in the field of linguistic structure. However, it has not yet been determined whether linguistic impairment contributes to difficulties in mastering writing skills or whether they are a joint expression. The aim of this paper is to contribute to the understanding of the relation between the development of lexical-semantic structure and the ability to write by identifying lexical-semantic abilities in children with dysgraphia. The sample included 84 students, 42 students with developmental dysgraphia, and 42 students without disabilities. The lexical-semantic abilities were assessed by means of the Semantic Test and the Test for Speech Development. The survey was conducted in three primary schools in 2016-17 in Eastern Herzegovina. The results of the study showed that children with dysgraphia achieved significantly worse results on the Semantic Test compared to children without disabilities. Lower achievement in children with developmental dysgraphia was observed in all lexical categories examined, as well as in the overall score of the Semantic Test. The results of the Speech Development Test show that children with dysgraphia have significantly lower definitions of given terms compared to their peers of typical development. It was concluded that children with dysgraphia have significantly less developed lexical-semantic abilities than children of typical development. These findings highlight the need for additional support for vocabulary development and vocabulary enhancement in children with disabilities.

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6

Gvion, Aviah, Naama Friedmann, Iris Rubin Zaksenberg, and Revital Mor. "Subtypes of Developmental Surface Dysgraphia." Procedia - Social and Behavioral Sciences 6 (2010): 145–47. http://dx.doi.org/10.1016/j.sbspro.2010.08.072.

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7

McBride, Catherine. "The “Write Stuff”: What Do We Know About Developmental Dysgraphia?" International Journal for Research in Learning Disabilities 5, no. 1 (January 15, 2021): 3–12. http://dx.doi.org/10.28987/5.1.3.

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As researchers come to recognize the origins of dysgraphia, we can better suggest optimal approaches to remediation. In defining dysgraphia, we review the writing process, research on the development of writing, and various factors related to either spelling difficulties, visual-motor difficulties, or both, that might interfere in the process of writing. We conclude by exploring some potentially helpful remediation techniques that should be considered as educators, clinicians, researchers, teachers, and parents work together to ameliorate the potentially devastating consequences of dysgraphia.

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8

McBride, Catherine. "The “Write Stuff”: What Do We Know About Developmental Dysgraphia?" international Journal for Research in Learning Disabilities 5, no. 1 (January 15, 2021): 3–12. http://dx.doi.org/10.28987/ijrld.5.1.3.

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As researchers come to recognize the origins of dysgraphia, we can better suggest optimal approaches to remediation. In defining dysgraphia, we review the writing process, research on the development of writing, and various factors related to either spelling difficulties, visual-motor difficulties, or both, that might interfere in the process of writing. We conclude by exploring some potentially helpful remediation techniques that should be considered as educators, clinicians, researchers, teachers, and parents work together to ameliorate the potentially devastating consequences of dysgraphia.

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9

Temple, Christine M. "Developmental surface dysgraphia: A case report." Applied Psycholinguistics 6, no. 4 (December 1985): 391–405. http://dx.doi.org/10.1017/s0142716400006329.

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ABSTRACTThe spelling performance of a 17-year-old developmental dysgraphic. K. M., is compared to that of T. P. (Hatfield & Patterson, 1983), an acquired dysgraphic. Both make errors which are phonologically valid and spell regular words better than irregular words. Within the words, relative difficulty in spelling is also similar and may result from the effects of length, frequency and. for exception words, the presence or absence of a similarly spelt word. The spelling performance of K. M. may be interpreted as reflecting a phonological routine. The correspondences involved in this system do not differ from those used by normal children of the same spelling age. Subtle deficits in reading may have contributed to spelling difficulties.

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10

Deuel, Ruthmary K. "Developmental Dysgraphia and Motor Skills Disorders." Journal of Child Neurology 10, no. 1_suppl (January 1995): S6—S8. http://dx.doi.org/10.1177/08830738950100s103.

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11

Hanley, J. Richard, and Andreas Sotiropoulos. "Developmental surface dysgraphia without surface dyslexia." Cognitive Neuropsychology 35, no. 5-6 (June 25, 2018): 333–41. http://dx.doi.org/10.1080/02643294.2018.1468317.

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12

Gubbay, Sasson Stephen, and Nicholas Hubert de Klerk. "A study and review of developmental dysgraphia in relation to acquired dysgraphia." Brain and Development 17, no. 1 (January 1995): 1–8. http://dx.doi.org/10.1016/0387-7604(94)00110-j.

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13

Hashimoto, Ryusaku, Mitsuru Kashiwagi, and Shuhei Suzuki. "Developmental Dysgraphia without Dyslexia: A Case Study." Higher Brain Function Research 26, no. 4 (2006): 368–76. http://dx.doi.org/10.2496/hbfr.26.368.

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14

Oishi, Noriko, Teiko Sumino, and Masamichi Nagahata. "A case of developmental dyslexia and dysgraphia." Language Sciences 7, no. 1 (April 1985): 85–108. http://dx.doi.org/10.1016/s0388-0001(85)80014-0.

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15

Snowling, Maggie, Joy Stackhouse, and John Rack. "Phonological dyslexia and dysgraphia—a developmental analysis." Cognitive Neuropsychology 3, no. 3 (August 1986): 309–39. http://dx.doi.org/10.1080/02643298608253362.

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16

Šafárová, Katarína, Jiří Mekyska, and Vojtěch Zvončák. "Developmental Dysgraphia: A New Approach to Diagnosis." International Journal of Assessment and Evaluation 28, no. 1 (2021): 143–60. http://dx.doi.org/10.18848/2327-7920/cgp/v28i01/143-160.

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17

Mayes, Susan D., Rosanna P. Breaux, Susan L. Calhoun, and Sara S. Frye. "High Prevalence of Dysgraphia in Elementary Through High School Students With ADHD and Autism." Journal of Attention Disorders 23, no. 8 (July 25, 2017): 787–96. http://dx.doi.org/10.1177/1087054717720721.

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Objective:Prevalence of dysgraphia by age across all grade levels was determined in students with ADHD or autism. Method: Referred children with normal intelligence and ADHD–Combined, ADHD–Inattentive, or autism ( N = 1,034) were administered the Developmental Test of Visual-Motor Integration (VMI) and Wechsler Intelligence Scale for Children (WISC). Results: VMI and WISC Coding scores were significantly lower than IQ and the normal mean of 100 for all diagnoses. More than half (59%) had dysgraphia, and 92% had a weakness in graphomotor ability relative to other abilities. Dysgraphia prevalence did not differ between diagnostic or age groups (6-7 years, 56%; 8-10 years, 60%; and 11-16 years, 61%). Conclusion: Dysgraphia is common at all ages in children and adolescents with ADHD and autism. Accommodations and strategies for addressing this problem are discussed.

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18

Zoccolotti, Pierluigi, and Naama Friedmann. "From dyslexia to dyslexias, from dysgraphia to dysgraphias, from a cause to causes: A look at current research on developmental dyslexia and dysgraphia." Cortex 46, no. 10 (November 2010): 1211–15. http://dx.doi.org/10.1016/j.cortex.2010.09.003.

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19

Lopez, C., C. Hemimou, and L. Vaivre-Douret. "Handwriting disorders in children with developmental coordination disorder (DCD): Exploratory study." European Psychiatry 41, S1 (April 2017): S456. http://dx.doi.org/10.1016/j.eurpsy.2017.01.494.

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IntroductionAlthough more than 85% of children with DCD are affected by handwriting disorders, their characteristics and underlying mechanisms remain poorly known.ObjectivesWe aim to better identify the nature of handwriting disorders in subtyping DCD children.MethodsSchool children aged between 5 to 15 years and exhibited a DCD (according to DSM-5) are eligible for inclusion. They were classified in three subtypes of DCD: ideomotor (IM), visual-spatial and/or constructional (VSC), and mixed (MX). They were assessed with a standardized handwriting evaluation including quality and speed and a clinical observation of motor gestual developmental and temporal-spatial organization of handwriting highlighting six qualitative criteria: irregular handwriting (criterion 1), immaturity of handwriting gesture (criterion 2), excessive pressure of the pen on the paper (criterion 3), neuro-vegetative responses (criterion 4), trembling (criterion 5), slow handwriting velocity (criterion 6). Two groups are established: children with poor handwriting (PH) and children with dysgraphia (DysG).ResultsWhile 89% of children have handwriting disorders, only 20% exhibit dysgraphia. IM DCD is characterized by an immaturity of handwriting gesture and is associated with PH. Dysgraphia appears only in VSC and MX DCD which are characterized by the association of criteria 1, 2, 3, and 4. This association appears to more than 80% in DysG. Slow handwriting velocity is constant between PH and DysG.ConclusionImmaturity of handwriting gesture is a possible underlying mechanism of poor handwriting. Dysgraphia is associated with specific impairments in spatial organization of letters and in motor control of handwriting gesture.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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20

Rosenblum, Sara, and Gideon Dror. "Identifying Developmental Dysgraphia Characteristics Utilizing Handwriting Classification Methods." IEEE Transactions on Human-Machine Systems 47, no. 2 (April 2017): 293–98. http://dx.doi.org/10.1109/thms.2016.2628799.

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21

Rosenblum, Sara, Patrice L. Weiss, and Shula Parush. "Handwriting evaluation for developmental dysgraphia: Process versus product." Reading and Writing 17, no. 5 (July 2004): 433–58. http://dx.doi.org/10.1023/b:read.0000044596.91833.55.

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22

McCloskey, Michael, and Brenda Rapp. "Developmental dysgraphia: An overview and framework for research." Cognitive Neuropsychology 34, no. 3-4 (May 19, 2017): 65–82. http://dx.doi.org/10.1080/02643294.2017.1369016.

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23

Temple, Christine M. "Developmental dyslexia and dysgraphia persistence in middle age." Journal of Communication Disorders 21, no. 3 (June 1988): 189–207. http://dx.doi.org/10.1016/0021-9924(88)90029-9.

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24

INGRAM, T. T. S. "Paediatric Aspects of Specific Developmental Dysphasia, Dyslexia and Dysgraphia." Developmental Medicine & Child Neurology 2, no. 4 (November 12, 2008): 254–77. http://dx.doi.org/10.1111/j.1469-8749.1960.tb07820.x.

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25

Romani, Cristina, Jamie Ward, and Andrew Olson. "Developmental Surface Dysgraphia: What is the Underlying Cognitive Impairment?" Quarterly Journal of Experimental Psychology Section A 52, no. 1 (February 1999): 97–128. http://dx.doi.org/10.1080/713755804.

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26

Hanley, J. Richard, Kim Hastie, and Janice Kay. "Developmental Surface Dyslexia and Dysgraphia: An Orthographic Processing Impairment." Quarterly Journal of Experimental Psychology Section A 44, no. 2 (February 1992): 285–319. http://dx.doi.org/10.1080/02724989243000046.

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This study presents a detailed investigation of a young man in his early twenties who has suffered from a severe spelling impairment since childhood, and currently has a spelling age of only 9 years and 2 months. In contrast with the developmental phonological dyslexics reported by Campbell and Butterworth (1985) and Funnell and Davison (1989), his performance on tests of phonological awareness is good. In addition, he can read and spell non-words competently and, unlike normal 9-year-old children, virtually all of his spelling errors are phonologically appropriate. Further analysis of these errors reveals that he has knowledge of many of the different ways in which a given phoneme can be written, and that he uses phoneme-to-grapheme correspondences at the end of a word that are different from those he uses earlier in a word. However, he finds it difficult to spell words that contain uncommon phoneme-to-grapheme correspondences, which is compatible with the view that he has not developed an orthographic spelling lexicon. Although his oral reading of words is prompt and generally accurate, analysis of his lexical decision performance and the way that he defines homophones indicate that he does not have fully specified lexical entries available for reading either. We suggest that he suffers from a general orthographic processing deficit, and relies instead upon the combination of sub-lexical phonology and a lexicon that contains only partial information about way in which words are spelt. This leads to reasonably competent reading, even of many irregular words, but produces very poor spelling. It is argued that qualitatively different types of developmental dyslexia do genuinely exist, but that reading impairments are likely to be much more pronounced in children who have a phonological rather than an orthographic processing deficit.

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27

Mekyska, Jiri, Marcos Faundez-Zanuy, Zdenek Mzourek, Zoltan Galaz, Zdenek Smekal, and Sara Rosenblum. "Identification and Rating of Developmental Dysgraphia by Handwriting Analysis." IEEE Transactions on Human-Machine Systems 47, no. 2 (April 2017): 235–48. http://dx.doi.org/10.1109/thms.2016.2586605.

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28

Brunsdon, Ruth, Max Coltheart, and Lyndsey Nickels. "Treatment of irregular word spelling in developmental surface dysgraphia." Cognitive Neuropsychology 22, no. 2 (March 2005): 213–51. http://dx.doi.org/10.1080/02643290442000077.

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29

Cholewa, Jürgen, Stefanie Mantey, Stefanie Heber, and Wibke Hollweg. "Developmental surface and phonological dysgraphia in German 3rd graders." Reading and Writing 23, no. 1 (December 18, 2008): 97–127. http://dx.doi.org/10.1007/s11145-008-9153-7.

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30

Miceli, Gabriele, and Rita Capasso. "Spelling and dysgraphia." Cognitive Neuropsychology 23, no. 1 (February 2006): 110–34. http://dx.doi.org/10.1080/02643290500202730.

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31

Gorodilova, Svetlana A., Natalya N. Sheshukova, Iuliia V. Boginskaya, Larisa A. Guterman, and Maria S. Ivonina. "Prevention of writing disorders in preschoolers with dysontogenetic development." Perspectives of Science and Education 51, no. 3 (July 1, 2021): 273–89. http://dx.doi.org/10.32744/pse.2021.3.19.

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The relevance of the article is due to the need to study writing disorders as one of the most common speech pathologies, in particular in children with mental retardation (hereinafter referred to as “MR”). Children of this category constitute a potential risk group for the occurrence of optical dysgraphia, due to the lack of development of a number of verbal and non-verbal mental functions. Consequently, it is required to create special conditions for psychological and pedagogical support for preparing children with MR for literacy training. The research purpose is to substantiate, develop, test and analyze the effectiveness of a speech therapy program for the prevention of optical dysgraphia in preschoolers with MR in an inclusive education based on a neuropsychological approach. To conduct an empirical study, the methodology by Zh.M. Glozman, A.Yu. Potanina, A.E. Soboleva “Neuropsychological diagnostics in preschool age” was used, which reveals the factors of predisposition in preschoolers with MR to optical dysgraphia. The study involved 64 preschoolers with MR. According to the results of the ascertaining experiment, 47% of preschoolers with MR showed a high level, 16% – a very high level and 19% – a critical level of predisposition to optical dysgraphia, with the most pronounced disorders in the development of spatial gnosis and visual memory. Speech therapy on the prevention of optical dysgraphia in preschoolers with MR, aimed at the development of basic functions (object gnosis, spatial gnosis, hand-eye coordination, visual memory, attention concentration), the formation and development of letter gnosis has proven to be effective. There were significant changes in the qualitative characteristics of the predisposition to optical dysgraphia (p> 0.01). Research materials can be used by speech therapists in organizing and performing correctional and developmental work with this category of children with disabilities in an inclusive education.

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32

Rosenblum, Sara. "Handwriting Features and Executive Control Among Children With Developmental Dysgraphia." American Journal of Occupational Therapy 70, no. 4_Supplement_1 (August 1, 2016): 7011500040p1. http://dx.doi.org/10.5014/ajot.2016.70s1-po4054.

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33

HODGSON, JAMES M., and GRETCHEN JOHNSON. "Visual Word Recognition in Developmental Dysgraphia: One Lexicon or Two?" Annals of the New York Academy of Sciences 682, no. 1 Temporal Info (June 1993): 354–56. http://dx.doi.org/10.1111/j.1749-6632.1993.tb22992.x.

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34

Smits-Engelsman, Bouwien C. M., and Gerard P. Van Galen. "Dysgraphia in Children: Lasting Psychomotor Deficiency or Transient Developmental Delay?" Journal of Experimental Child Psychology 67, no. 2 (November 1997): 164–84. http://dx.doi.org/10.1006/jecp.1997.2400.

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35

Barisic, Kristina, Saskia Kohnen, and Lyndsey Nickels. "Developmental graphemic buffer dysgraphia in English: A single case study." Cognitive Neuropsychology 34, no. 3-4 (May 19, 2017): 94–118. http://dx.doi.org/10.1080/02643294.2017.1359154.

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36

Vlachos, Filippos, and Elias Avramidis. "The Difference between Developmental Dyslexia and Dysgraphia: Recent Neurobiological Evidence." International Journal of Neuroscience and Behavioral Science 8, no. 1 (March 2020): 1–5. http://dx.doi.org/10.13189/ijnbs.2020.080101.

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37

Biotteau, Maëlle, Jérémy Danna, Eloïse Baudou, Frédéric Puyjarinet, Jean-Luc Velay, Jean-Michel Albaret, and Yves Chaix. "Developmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabilitation." Neuropsychiatric Disease and Treatment Volume 15 (July 2019): 1873–85. http://dx.doi.org/10.2147/ndt.s120514.

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38

Golubovic, S. "PO16-TU-08 Treatment of child with developmental dyslexia and dysgraphia." Journal of the Neurological Sciences 285 (October 2009): S237. http://dx.doi.org/10.1016/s0022-510x(09)70905-0.

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39

Hepner, Christopher, Michael McCloskey, and Brenda Rapp. "Do reading and spelling share orthographic representations? Evidence from developmental dysgraphia." Cognitive Neuropsychology 34, no. 3-4 (May 19, 2017): 119–43. http://dx.doi.org/10.1080/02643294.2017.1375904.

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40

Mayor, Claire, Pascal Zesiger, Eliane Roulet, Malin Maeder, and Thierry Deonna. "Acquired epileptic dysgraphia: a longitudinal study." Developmental Medicine & Child Neurology 45, no. 12 (February 13, 2007): 807–12. http://dx.doi.org/10.1111/j.1469-8749.2003.tb00895.x.

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41

Funnell, Elaine, and Margaret Davison. "Lexical Capture: A Developmental Disorder of Reading and Spelling." Quarterly Journal of Experimental Psychology Section A 41, no. 3 (August 1989): 471–87. http://dx.doi.org/10.1080/14640748908402377.

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We report a case of a 35-year-old teacher, Louise, with a history of learning difficulties and current evidence of developmental phonological dyslexia and dysgraphia. Her reading, spelling, and remembering of novel stimuli written in conventional alphabetic script was poor, but she performed significantly better when the same items were written in the International Phonetic Alphabet, a system that she learned when studying linguistics. Her impaired performance in tasks of phonemic segmentation and short-term memory, which are generally associated with impaired reading and spelling of unfamiliar material, could not account for her specific difficulty with alphabetic stimuli. Instead, her problems appear to result from a lexical strategy, which we have called “lexical capture”.

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42

Lopez, Clémence, Cherhazad Hemimou, Bernard Golse, and Laurence Vaivre-Douret. "Developmental dysgraphia is often associated with minor neurological dysfunction in children with developmental coordination disorder (DCD)." Neurophysiologie Clinique 48, no. 4 (September 2018): 207–17. http://dx.doi.org/10.1016/j.neucli.2018.01.002.

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43

Papagno, Costanza. "A case of peripheral dysgraphia." Cognitive Neuropsychology 9, no. 3 (June 1992): 259–70. http://dx.doi.org/10.1080/02643299208252061.

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44

Di Betta, Anna Maria, and Cristina Romani. "Lexical learning and dysgraphia in a group of adults with developmental dyslexia." Cognitive Neuropsychology 23, no. 3 (May 2006): 376–400. http://dx.doi.org/10.1080/02643290442000545.

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45

Tal-Saban, Miri, and Naomi Weintraub. "Motor functions of higher education students with dysgraphia." Research in Developmental Disabilities 94 (November 2019): 103479. http://dx.doi.org/10.1016/j.ridd.2019.103479.

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46

Kandel, Sonia, Delphine Lassus-Sangosse, Géraldine Grosjacques, and Cyril Perret. "The impact of developmental dyslexia and dysgraphia on movement production during word writing." Cognitive Neuropsychology 34, no. 3-4 (May 19, 2017): 219–51. http://dx.doi.org/10.1080/02643294.2017.1389706.

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47

Fusco, Natália, Giseli Donadon Germano, and Simone Aparecida Capellini. "Efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia." CoDAS 27, no. 2 (April 2015): 128–34. http://dx.doi.org/10.1590/2317-1782/20152014013.

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Purpose: To verify the efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia. Methods: The participants were 20 students from third to fifth grade of a public elementary school in Marília, São Paulo, aged from 8 years to 11 years and 11 months, distributed into the following groups: Group I (GI; 10 students with developmental dyslexia) and Group II (GII; 10 students with good academic performance). A perceptual and visual-motor intervention program was applied, which comprised exercises for visual-motor coordination, visual discrimination, visual memory, visual-spatial relationship, shape constancy, sequential memory, visual figure-ground coordination, and visual closure. In pre- and post-testing situations, both groups were submitted to the Test of Visual-Perceptual Skills (TVPS-3), and the quality of handwriting was analyzed using the Dysgraphia Scale. Results: The analyzed statistical results showed that both groups of students had dysgraphia in pretesting situation. In visual perceptual skills, GI presented a lower performance compared to GII, as well as in the quality of writing. After undergoing the intervention program, GI increased the average of correct answers in TVPS-3 and improved the quality of handwriting. Conclusion: The developed intervention program proved appropriate for being applied to students with dyslexia, and showed positive effects because it provided improved visual perception skills and quality of writing for students with developmental dyslexia.

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Rosenblum, Sara. "Inter-relationships between objective handwriting features and executive control among children with developmental dysgraphia." PLOS ONE 13, no. 4 (April 24, 2018): e0196098. http://dx.doi.org/10.1371/journal.pone.0196098.

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Sambai, Ami, and Akira Uno. "A Child with Moderate Hearing Impairment Showing Developmental Dysgraphia Caused by Visual Memory Deficits." Japan Journal of Logopedics and Phoniatrics 57, no. 4 (2016): 404–9. http://dx.doi.org/10.5112/jjlp.57.404.

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Fukushima, Kunihiro, Akihiro Kawasaki, Rie Nagayasu, Kazuya Kunisue, Yukihide Maeda, Shin Kariya, Yuko Kataoka, and Kazunori Nishizaki. "Developmental dysgraphia with profound hearing impairment: Intervention by auditory methods enabled by cochlear implant." Auris Nasus Larynx 35, no. 2 (June 2008): 250–54. http://dx.doi.org/10.1016/j.anl.2007.07.013.

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