Relevant bibliographies by topics / Dysgrafia

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Dysgrafia'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "Dysgrafia"

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Jekov, Jivko, and Stanislava Pavlova. "Problem about the dysgrafia in frames of the paradigma Specific learning disabilities." Journal of IMAB - Annual Proceeding (Scientific Papers) 10, 1, no. 2004 (April 11, 2012): 26–28. http://dx.doi.org/10.5272/jimab.2004101.26.

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Mohd Ariffin, Mazeyanti, Tengku Zarith Nabilah Tengku Othman, Nor Shakirah Aziz, Mazlina Mehat, and Noreen Izza Arshad. "Dysgraphi Coach: Mobile Application for Dysgraphia Children in Malaysia." International Journal of Engineering & Technology 7, no. 4.36 (December 9, 2018): 440. http://dx.doi.org/10.14419/ijet.v7i4.36.23912.

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Learning Disability (LD) or Learning Disorders refers to the difficulties of obtaining, processing and storing information in their memory. There are several categories of LD including Dyslexia, Autism and Dysgrahia. The term Dysgrahia refers to learning difficulties which associates to writing skills. Commonly, Dysgrahia occurs to schoolchildren. Researchers proposed that Dysgraphia children could be assisted by using supportive learning tools, however the study on learning tools particularly in mobile application for Dysgrahia is still scarce. Thus, the objective of this paper is to report on the development of a mobile application called DysgraphiCoach as well as its usability testing results. The DysgraphiCoach was constructed by using Evolutionary prototyping approach. In future, DysgraphiCoach will be evaluated in terms of its effectiveness in improving writing skills among the Dysgrahia children.
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Əmrah qızı Fətəliyeva, Lalə. "KİÇİK MƏKTƏB YAŞLI OPTİK DİSQRAFİYALI UŞAQLARIN XÜSUSİYYƏTLƏRİ VƏ NÖVLƏRİ." SCIENTIFIC WORK 53, no. 04 (February 28, 2020): 196–98. http://dx.doi.org/10.36719/aem/2007-2020/53/196-198.

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Et. al., Sarthika Dutt,. "Comparison of Classification Methods used in Machine Learning for Dysgraphia Identification." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 11 (May 10, 2021): 1886–91. http://dx.doi.org/10.17762/turcomat.v12i11.6142.

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Dysgraphia is a disorder that affects writing skills. Dysgraphia Identification at an early age of a child's development is a difficult task. It can be identified using problematic skills associated with Dysgraphia difficulty. In this study motor ability, space knowledge, copying skill, Visual Spatial Response are some of the features included for Dysgraphia identification. The features that affect Dysgraphia disability are analyzed using a feature selection technique EN (Elastic Net). The significant features are classified using machine learning techniques. The classification models compared are KNN (K-Nearest Neighbors), Naïve Bayes, Decision tree, Random Forest, SVM (Support Vector Machine) on the Dysgraphia dataset. Results indicate the highest performance of the Random forest classification model for Dysgraphia identification.
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Patten, S. B., and C. J. Lamarre. "Dysgraphia." Canadian Journal of Psychiatry 34, no. 7 (October 1989): 746. http://dx.doi.org/10.1177/070674378903400729.

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Nirvana Gamal, El-Deen Hafez, and Khaled Dina. "Validation of the Dysgraphia Disability Scale (DDS); An assessment tool for writing difficulty." Open Journal of Pediatrics and Child Health 7, no. 1 (March 24, 2022): 001–8. http://dx.doi.org/10.17352/ojpch.000039.

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Dysgraphia is defined as the difficulty in the production of written language. This study was carried out on 50 subjects aged 6-12 years who suffered from writing disabilities. This methodological study was designed to measure the possible breakdown mechanisms causing dysgraphia. A scale was created to cover most of the weak points in dysgraphia especially the fine motor and proprioceptive aspects. Reliability and validity of this scale were performed to allow its application. Findings were dealt with statistically and it was found that three types of dysgraphia have been known as Dyslexic, Motoric, and Spatial Dysgraphia. The scale diagnoses dysgraphia in an objective way and the severity of the condition can be determined in addition. This helps better understand the patients’ needs when a trainer designs the remediation program.
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Nugraheni, Aninditya Sri, and Rifka Khoirun Nada. "Studi Analisis Pembelajaran Bahasa Indonesia Pada Siswa Berkesulitan Menulis (Dysgraphia) Di Sd Intis School Yogyakarta." LITERASI (Jurnal Ilmu Pendidikan) 7, no. 1 (February 2, 2017): 1. http://dx.doi.org/10.21927/literasi.2016.7(1).1-10.

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Penelitian ini bertujuan untuk menganalisis faktor kesulitan guru kelas dalam pengajaran Bahasa Indonesia pada siswa berkesulitan menulis (dysgraphia) di SD Inklusi yang berlokasi di SD Intis School Yogyakarta. Adapun siswa yang diambil sebagai sampel penelitian untuk mengetahui karakteristik siswa dysgraphia ini adalah siswa kelas III yang berjumlah 4 anak. Adapun subjek penelitian ini adalah guru kelas L3 Abu Hanifah dan L3 Abu Hurairah. Penelitian ini menggunakan jenis penelitian kualitatif deskriptif dan desain studi analisis. Metode pengumpulan data yang digunakan adalah wawancara, observasi, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa terdapat beberapa faktor yang dialami guru dalam mengajar siswa dysgraphia yaitu dalam proses pelaksanaan dan evaluasi pembelajaran. Kesulitan dalam proses pembelajaran antara lain: (a) guru belum mengetahui batasan kosakata yang sesuai dengan daya tangkap siswa yang berkesulitan menulis (dysgraphia); (b) penggunaan metode dan strategi dirasa masih kurang tepat; (c) kurangnya layanan pendukung bagi siswa dysgraphia. Kesulitan dalam evaluasi pembelajaran diantaranya: (a) sulitnya mencari indikator yang tepat bagi siswa dysgraphia;(b) sulitnya membuat soal yang berbeda yang sesuai dengan kemampuan siswa dysgraphia; (c) evaluasi pekerjaan siswa yang berkesulitan menulis (dysgraphia). Dengan persiapan yang matang proses pelaksanaan dan evaluasi pembelajaran dapat lebih terencana dan meminimalkan kendala-kendala yang selama ini dihadapi oleh guru.
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Rodrigues, Jaqueline de Carvalho, Denise Ren da Fontoura, and Jerusa Fumagalli de Salles. "Acquired dysgraphia in adults following right or left-hemisphere stroke." Dementia & Neuropsychologia 8, no. 3 (September 2014): 236–42. http://dx.doi.org/10.1590/s1980-57642014dn83000007.

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OBJECTIVE: This study aimed to assess the strengths and difficulties in word and pseudoword writing in adults with left- and right-hemisphere strokes, and discuss the profiles of acquired dysgraphia in these individuals.METHODS: The profiles of six adults with acquired dysgraphia in left- or right-hemisphere strokes were investigated by comparing their performance on word and pseudoword writing tasks against that of neurologically healthy adults. A case series analysis was performed on the patients whose impairments on the task were indicative of acquired dysgraphia.RESULTS: Two patients were diagnosed with lexical dysgraphia (one with left hemisphere damage, and the other with right hemisphere damage), one with phonological dysgraphia, another patient with peripheral dysgraphia, one patient with mixed dysgraphia and the last with dysgraphia due to damage to the graphemic buffer. The latter patients all had left-hemisphere damage (LHD). The patterns of impairment observed in each patient were discussed based on the dual-route model of writing.CONCLUSION: The fact that most patients had LHD rather than right-hemisphere damage (RHD) highlights the importance of the former structure for word processing. However, the fact that lexical dysgraphia was also diagnosed in a patient with RHD suggests that these individuals may develop writing impairments due to damage to the lexical route, leading to heavier reliance on phonological processing. Our results are of significant importance to the planning of writing interventions in neuropsychology.
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Devillaine, Louis, Raphaël Lambert, Jérôme Boutet, Saifeddine Aloui, Vincent Brault, Caroline Jolly, and Etienne Labyt. "Analysis of Graphomotor Tests with Machine Learning Algorithms for an Early and Universal Pre-Diagnosis of Dysgraphia." Sensors 21, no. 21 (October 23, 2021): 7026. http://dx.doi.org/10.3390/s21217026.

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Five to ten percent of school-aged children display dysgraphia, a neuro-motor disorder that causes difficulties in handwriting, which becomes a handicap in the daily life of these children. Yet, the diagnosis of dysgraphia remains tedious, subjective and dependent to the language besides stepping in late in the schooling. We propose a pre-diagnosis tool for dysgraphia using drawings called graphomotor tests. These tests are recorded using graphical tablets. We evaluate several machine-learning models and compare them to build this tool. A database comprising 305 children from the region of Grenoble, including 43 children with dysgraphia, has been established and diagnosed by specialists using the BHK test, which is the gold standard for the diagnosis of dysgraphia in France. We performed tests of classification by extracting, correcting and selecting features from the raw data collected with the tablets and achieved a maximum accuracy of 73% with cross-validation for three models. These promising results highlight the relevance of graphomotor tests to diagnose dysgraphia earlier and more broadly.
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Ingles, Janet L., John D. Fisk, Ian Fleetwood, Steven Burrell, and Sultan Darvesh. "Peripheral Dysgraphia." Cognitive And Behavioral Neurology 27, no. 1 (March 2014): 31–47. http://dx.doi.org/10.1097/wnn.0000000000000022.

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Dissertations / Theses on the topic "Dysgrafia"

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Markovič, Michal. "Metody analýzy dysgrafie u pacientů s Parkinsonovou nemocí pro účely diagnózy a sledování progrese onemocnění." Master's thesis, Vysoké učení technické v Brně. Fakulta elektrotechniky a komunikačních technologií, 2017. http://www.nusl.cz/ntk/nusl-317009.

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Parkinson’s disease causes among other symptoms also writing disorder. Parkinson's dysgrafia is disease the writing of parkinsonics. The aim of the work is to show the importance of examinig the parametres of Parkinson's dysgrafia and to find writing parametres, which could distinguish healthy subjects from the pacient and also it could monitoring progress of pakinson's disease. Some of the parametrs showed marked differences and therefore could distinguish healthy people from those with Parkinson’s disease.
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Brooks, Allison D. "Neuropsychological processes related to persisting reversal errors in dyslexia and dysgraphia /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7754.

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Baxter-Versi, Doreen Mary. "Acquired spelling disorders." Thesis, University College London (University of London), 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262683.

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Gavenčiak, Michal. "Výzkum nových parametrů online písma u dětí s grafomotorickými obtížemi." Master's thesis, Vysoké učení technické v Brně. Fakulta elektrotechniky a komunikačních technologií, 2021. http://www.nusl.cz/ntk/nusl-442574.

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In the Czech Republic, there is currently no objective method to diagnose graphomotor difficulties in children. Ongoing research uses modern digitizers to capture the hand-writing process and quantify its parameters. The first goal of this thesis is to develop software tools to faciliate work with the collected data, such as database validation and writing exercise rating, done by specialists. Another goal of this thesis is to design new on-line handwriting parameters which are then to be analysed on a cohort of school children from 2nd to 4th class of primary school (n=239). The implementation of two desktop programs on the .NET platform is described, among three new quantifying parameters based on the principles of isochrony, two-dimensional cross-correlation, and geometrical centroid. All three parameters show significant correlation (r = [0,2; 0,3])with the HPSQ-C rating in 2nd- and 4th-graders and correlation (𝜌= [0,2; 0,5]) with specialist’s subjective scores in all children from the cohort. The analysis suggests children with graphomotor difficulties struggle with regulating handwriting speed and working memory.
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Diamanti, Vassiliki. "Dyslexia and dysgraphia in Greek in relation to normal development : cross-linguistic and longitudinal studies." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1444623/.

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Studies on developmental dyslexia in transparent orthographies have established that children learning to read in such languages hardly experience difficulties in word reading accuracy and phonological awareness tasks, but suffer from a reading speed deficit. On the other hand in the English orthography, where the mappings between graphemes and phonemes are largely inconsistent, children exhibit significant difficulties in both word reading accuracy and speed. Greek is characterized by a high degree of regularity for reading, but is inconsistent for spelling. The variability of phoneme-to-grapheme correspondences and the highly inflectional nature of the particular orthography constitute spelling in Greek a considerably demanding task. The present thesis comprises three studies that were concerned with understanding the reading and spelling difficulties that Greek children/participants with dyslexia have and their underlying cognitive deficits, in relation to typically developing children and English children/participants with dyslexia. The first study examined the reading and spelling difficulties in Greek- and English-speaking children/participants with dyslexia, each compared with two control groups. Greek children/participants with dyslexia outperformed their English counterparts on word/nonword phoneme deletion, word/nonword reading, and grammatical spelling. However the two language groups performed similarly on rapid digit naming, spoonerisms and on the choice tasks. Results are discussed in relation to the differences in orthographic consistency between the two languages. The second study examined the development of literacy skills in twenty-three Greek children/participants with dyslexia over a period of 18 months (10 years 5 months to 12 years 3 months). At Time 1 children/participants with dyslexia performed worse on literacy tests than chronological-age control children, but similarly to reading-age controls. At Time 2 children/participants with dyslexia performed worse on all the tasks than CA control children, and worse than RA controls on the tasks of phoneme deletion of nonwords, nonword reading and orthographic spelling. Moreover the concurrent and longitudinal predictors of children's/participants' with dyslexia and typically developing children's reading and spelling abilities were examined. The findings are discussed in relation to theories of normal and atypical reading and spelling development. The third study investigated the ability of twenty-three 10-13 year-old Greek children/participants with dyslexia, and their reading-level and age-level-matched children to spell derivational and inflectional suffixes. Children/participants with dyslexia performed significantly worse than CA controls and RA controls. When they spelled the inflectional ending of adjectives and nouns children/participants with dyslexia did not differ from RA controls. It is suggested that children/participants with dyslexia have weaknesses in grasping the morphological rules of the Greek orthographic system and applying this knowledge in the spelling of word suffixes. The thesis concludes with a discussion of findings in relation to previous literature, the limitations of the present studies and avenues for future research.
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Graham, N. L. "Central and peripheral dysgraphia in Alzheimer's disease and frontotemporal dementia : a clinical and experimental investigation." Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599586.

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The research presented in this thesis is a clinical and experimental investigation of dysgraphia in patients with either the temporal variant of frontotemporal dementia, or dementia of the Alzheimer's type (DAT). The first empirical chapter describes a longitudinal case study of two patients with temporal-lobe atrophy who had a similar progressive dysgraphia syndrome. At presentation, SC and FM exhibited (central) surface dysgraphia on both oral and written spelling, but on follow-up there was a gradual emergence of nonphonologically plausible spelling errors. An additional peripheral dysgraphia in both cases consisted of difficulty with producing letters, particularly in lower case, without a model to copy. Examination of a further 28 dysgraphic patients with cortical dementia revealed a strong concordance between spelling and letter production problems. It is argued that these deficits are meaningfully associated, and that damage to an interactive system with word- and letter-based levels of representation could plausibly account for these results. The second empirical chapter describes a long-term follow-up study of FM, who developed "jargon dysgraphia": in writing to dictation, she fluently produced well-formed written output consisting of pronounceable neologisms which, over time, bore a progressively weaker resemblance to the target words. Ultimately, FM's spelling responses had no detectable similarity with the targets, although they remained word-like. The pattern of performance could be explained by more extreme degradation in orthographic representations, or by isolation of the orthographic system from semantics and phonology.
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Harris, Geri Maria. "Evaluating the Efficacy of Video Self-Modeling for Remediating Dysgraphia in Children with Autism Spectrum Disorders." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3165.

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Writing is essential to human interaction. When handwriting is illegible, communication may be negatively impacted. A severe deficit in handwriting is known as dysgraphia, a problem frequently associated with autism spectrum disorders (ASD). Video self-modeling (VSM) has been proven effective for children with ASD in the strengthening of social skills, verbalizations, and daily living skills. However, there remains a significant gap in the literature regarding the use of VSM for the treatment of dysgraphia in children with ASD. Because VSM has demonstrated success in the acquisition of many types of skills, it may prove similarly effective for remediating dysgraphia in children with ASD. Utilizing a behavioral perspective, this study seeks to determine if VSM is an effective treatment for improving handwriting legibility and proficiency. This study analyzes secondary data collected by a day treatment center (DTC) specializing in the care of children with ASD. Data indicated that after establishing a baseline level of behavior for writing simple words, the DTC staff administered the VSM treatment and rated the legibility of the participants' responses based on the Woodcock-Johnson III Tests of Achievement (WJ-III) Handwriting Legibility Scale. Raw score differences between baseline and treatment phases were recorded and analyzed. A pretest/ posttest evaluation based on scores obtained from the Handwriting Proficiency Screening Questionnaire (HPSQ) and Handwriting Proficiency Screening Questionnaire for Children (HPSQ-C) determined changes in handwriting proficiency. Effectively analyzing this data would be an important contribution to the existing literature, and would enhance social change initiatives through strengthening the communication skills of individuals with ASD.
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Thiel, Lindsey. "Applying therapies and technologies to the treatment of dysgraphia : combining neuropsychological techniques and compensatory devices to enhance use of writing via the internet." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/applying-therapies-and-technologies-to-the-treatment-of-dysgraphia-combining-neuropsychological-techniques-and-compensatory-devices-to-enhance-use-of-writing-via-the-internet(e794c4bb-22a9-43be-b4ce-077ba008b8bc).html.

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Effective writing rehabilitation for people with acquired dysgraphia following a stroke could lead to more opportunities to communicate, reduce isolation and improve quality of life. Previous research has suggested that both impairment-focused spelling therapies and assistive technologies can support writing rehabilitation, although the strength of the evidence is limited. The central aim of this PhD study was to investigate whether a combined approach to writing therapy, including impairment-based therapies and assistive technologies, could improve the email writing of participants with varying severity of acquired dysgraphia. An email writing assessment was developed for outcome measurement and data from 42 control participants were collated to determine the neuro-typical range of email writing performance on this task. A within-participants, multiple case design was used to evaluate the effects of two different approaches to therapy with participants with dysgraphia. In the first study, two impairment-based therapies (uni-modal and multi-modal) were compared with eight participants with dysgraphia and the effects of these on spelling accuracy of treated and untreated words were measured. The functional outcomes (email writing, written picture description, writing frequency and perception of disability) of these therapies were also investigated in a second study. The third study evaluated the effects of training eight participants with dysgraphia (six of whom had participated in the first two studies) to use an assistive writing technology for functional writing. There was a wide range of performance in neuro-typical participants on email writing, with both age and education emerging as determinants of performance. Within the clinical studies, there were no significant differences between uni-modal and multi-modal therapies with respect to spelling accuracy, but these lexical therapies led to significant improvements to accuracy of treated and untreated words, written picture description and word length within emails. Training and use of assistive writing software resulted in significant improvements in spelling accuracy and word length within emails. All participants with dysgraphia showed some responsiveness to intervention. Both impairment-based and compensatory approaches to writing rehabilitation were found to have benefit, although the effects varied across participants and outcome measures. This study has highlighted the need for further research into assessments and therapies for writing in aphasia, specifically focusing on candidacy for specific approaches to writing rehabilitation.
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Raudytė, Simona. "Rašymo sutrikimų turinčių mokinių baimės." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120704_130749-99455.

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Bakalauro baigiamajame darbe analizuojamos vaikų, turinčių disgrafiją, baimės. Tyrimas buvo atliktas 2-4 klasėse bendrojo lavinimo mokyklose: Plungės ,,Saulės” gimnazijoje (pradinio ugdymo skyriuje), Plungės Akademiko Adolfo Jucio pagrindinėje mokykloje, Plungės ,,Ryto” pagrindinėje mokykloje, Plungės ,,Babrungo” pagrindinėje mokykloje, Rietavo Lauryno Ivinskio gimnazijoje, Pasavalio rajono Daujėnų pagrindinėje mokykloje, Joniškio rajono Skaistgirio vidurinėje mokykloje. Tyrime dalyvavo ir anketavimo būdu buvo apklausti iš viso 122 respondentai, iš kurių 50 (27 berniukai ir 23 mergaitės) vaikų turėjo rašymo sutrikimų, 50 (26 berniukai ir 24 mergaitės) nesutrikusios raidos mokinių bei 23 pradinių klasių mokytojai. Anketos tiek mokiniams, tiek mokytojams buvo sudarytos remiantis moksline literatūra.
Bachelor's thesis examines fears of the children with dysgraphia. The study was conducted in grades 2-4 of mainstream schools: Plungė ,,Saulės” gymnasium (primary section), Plungė Academic Adolfas Jucys general school, Plungė ,,Ryto” general school, Plungė ,,Babrungo” general school, Rietavas Laurynas Ivinskis’ gymnasium, Pasavalys district Daujėnai general school, Joniškis district Skaistgiris secondary school. The study included questionnaires and a total of 122 respondents were interviewed, of whom 50 (27 boys and 23 girls) children had writing disorders, 50 (26 boys and 24 girls) had no disorders and 22 primary school teachers. Questionnaires both for pupils and teachers were made on the basis of scientific literature.
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Chenault, Belle Montgomery. "Effects of prior attention training and a composition curriculum with attention bridges for students with dyslexia and/or dysgraphia /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7904.

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Books on the topic "Dysgrafia"

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Richards, Regina G. The source for dyslexia and dysgraphia. East Moline, IL: LinguiSystems, 1999.

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McBride, Catherine. Coping with Dyslexia, Dysgraphia and ADHD. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315115566.

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Betta, Anna Maria Di. New world learning in adult developmental dysgraphia. Birmingham: University of Birmingham, 2001.

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I, Richards Eli, ed. Eli the boy who hated to write: Understanding dysgraphia. 2nd ed. Riverside, CA: RET Center Press, 2008.

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Bryce, Ben. The dysgraphia sourcebook: Everything you need to help your child. [United States: Createspace], 2014.

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Cavey, Diane Walton. Dysgraphia: Why Johnny can't write : a handbook for teachers and parents. 2nd ed. Austin (8700 Shoal Creek Blvd., Austin 78757): Pro-Ed, 1993.

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D, Wolf Beverly Ph, ed. Teaching students with dyslexia and dysgraphia: Lessons from teaching and science. Baltimore, Md: Paul H. Brookes Pub. Co., 2009.

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Berninger, Virginia Wise. Helping students with dyslexia and dysgraphia make connections: Differentiated instruction lesson plans in reading and writing. Baltimore, Md: Paul H. Brookes Pub. Co., 2009.

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J, Wolf Beverly, ed. Helping students with dyslexia and dysgraphia make connections: Differentiated instruction lesson plans in reading and writing. Baltimore, Md: Paul H. Brookes Pub. Co., 2009.

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Berninger, Virginia Wise. Helping students with dyslexia and dysgraphia make connections: Differentiated instruction lesson plans in reading and writing. Baltimore, Md: Paul H. Brookes Pub. Co., 2009.

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Book chapters on the topic "Dysgrafia"

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Muenke, Raychel C., and Denise E. Maricle. "Dysgraphia." In Encyclopedia of Child Behavior and Development, 533–35. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_911.

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Stabel, Aaron, Kimberly Kroeger-Geoppinger, Jennifer McCullagh, Deborah Weiss, Jennifer McCullagh, Naomi Schneider, Diana B. Newman, et al. "Dysgraphia." In Encyclopedia of Autism Spectrum Disorders, 1018–19. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1106.

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Newman, Diana B. "Dysgraphia." In Encyclopedia of Autism Spectrum Disorders, 1560–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1106.

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McBride, Catherine. "What is dysgraphia?" In Coping with Dyslexia, Dysgraphia and ADHD, 53–64. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315115566-4.

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De Bleser, Ria. "Dyslexien und Dysgrafien." In Springer-Lehrbuch, 463–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25527-4_42.

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McBride, Catherine. "Introduction." In Coping with Dyslexia, Dysgraphia and ADHD, 1–5. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315115566-1.

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McBride, Catherine. "Helping children with ADHD." In Coping with Dyslexia, Dysgraphia and ADHD, 126–42. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315115566-10.

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McBride, Catherine. "Reading and writing to learn." In Coping with Dyslexia, Dysgraphia and ADHD, 143–53. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315115566-11.

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McBride, Catherine. "Self-esteem and Learning disabilities." In Coping with Dyslexia, Dysgraphia and ADHD, 154–77. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315115566-12.

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McBride, Catherine. "Where do you go from here?" In Coping with Dyslexia, Dysgraphia and ADHD, 178–234. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315115566-13.

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Conference papers on the topic "Dysgrafia"

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Kurniawan, Dimas Adi, Sari Widya Sihwi, and Gunarhadi. "An expert system for diagnosing dysgraphia." In 2017 2nd International Conferences on Information Technology, Information Systems and Electrical Engineering (ICITISEE). IEEE, 2017. http://dx.doi.org/10.1109/icitisee.2017.8285552.

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Samodro, Pratama Wisnu, Sari Widya Sihwi, and Winarno. "Backpropagation Implementation To Classify Dysgraphia In Children." In 2019 International Conference of Artificial Intelligence and Information Technology (ICAIIT). IEEE, 2019. http://dx.doi.org/10.1109/icaiit.2019.8834520.

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Ahmed, Waqas, Shams-ul Hasan, Sultan Shoaib, Nigel Houlden, and Mariia Nestiurkina. "A Writing Aid for Dysgraphia Affected People." In 2020 IEEE Conference of Russian Young Researchers in Electrical and Electronic Engineering (EIConRus). IEEE, 2020. http://dx.doi.org/10.1109/eiconrus49466.2020.9039211.

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Mares Rosas, Luis Angel, Carina Peña Cabrera, Ofelia Vicente Matías, Guadalupe Velasco López, and Juan Carlos Tafoya Espinoza. "IMPLEMENTATION OF A PLATFORM LUDIC FOR DYSGRAPHIA." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0243.

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Giordano, Daniela, and Francesco Maiorana. "A Mobile Web Game Approach for Improving Dysgraphia." In 7th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005449103280333.

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Raza, Tasbeeh F., Hera Arif, Samanbar H. Darvagheh, and Hassan Hajjdiab. "Interactive Mobile Application for Testing Children with Dysgraphia." In ICMLC 2017: 2017 the 9th International Conference on Machine Learning and Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3055635.3056599.

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Gadge, Rohit, and Rupali Sawant. "Expert System To Diagnose and Suggest Advices for Dysgraphia." In 2019 2nd International Conference on Intelligent Computing, Instrumentation and Control Technologies (ICICICT). IEEE, 2019. http://dx.doi.org/10.1109/icicict46008.2019.8993307.

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Avishka, Isuru, Kalana Kumarawadu, Akalanka Kudagama, Mihiran Weerathunga, and Samantha Thelijjagoda. "Mobile App to Support People with Dyslexia and Dysgraphia." In 2018 IEEE International Conference on Information and Automation for Sustainability (ICIAfS). IEEE, 2018. http://dx.doi.org/10.1109/iciafs.2018.8913335.

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Giordano, Daniela, and Francesco Maiorana. "Addressing dysgraphia with a mobile, web-based software with interactive feedback." In 2014 IEEE-EMBS International Conference on Biomedical and Health Informatics (BHI). IEEE, 2014. http://dx.doi.org/10.1109/bhi.2014.6864354.

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Kariyawasam, Ruchira, Madhuka Nadeeshani, Tuan Hamid, Inisha Subasinghe, and Pasangi Ratnayake. "A Gamified Approach for Screening and Intervention of Dyslexia, Dysgraphia and Dyscalculia." In 2019 International Conference on Advancements in Computing (ICAC). IEEE, 2019. http://dx.doi.org/10.1109/icac49085.2019.9103336.

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