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Journal articles on the topic 'Dysgrafia'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 April 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Thompson, Andrew, Koshy Jacob, and Jamie Fulton. "Anonymized Dysgraphia." Journal of the Royal Society of Medicine 96, no. 1 (January 2003): 51. http://dx.doi.org/10.1177/014107680309600123.

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12

Thompson, A., K. Jacob, and J. Fulton. "Anonymized dysgraphia." JRSM 96, no. 1 (January 1, 2003): 51. http://dx.doi.org/10.1258/jrsm.96.1.51-a.

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13

Quillen, Terrilynn Fox, and Kate Gladstone. "...About dysgraphia." Nursing 38, no. 5 (May 2008): 26. http://dx.doi.org/10.1097/01.nurse.0000317668.40925.d8.

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14

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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15

Rabih Nabhan and Nouhad Kamel. "Technologically Enhanced Art Therapy: Introducing a New Synergistic Model to Enhance Morphological Awareness in Students with Dysgraphia." LingLit Journal Scientific Journal for Linguistics and Literature 2, no. 1 (March 25, 2021): 1–8. http://dx.doi.org/10.33258/linglit.v2i1.416.

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Writing is an essential task for self-expression. While it is normal for otherwise healthy students to struggle with handwriting, for a small group of students with a transcription learning disability (LD) called dysgraphia, rather than improving the learning process, writing creates a major hurdle that interferes with learning. Because most of their energy is spent on the process of writing, students with dysgraphia risk falling behind at school. More importantly, they are vulnerable to cumulative emotional and behavioral problems which are often left unattended. Art therapy and technology have been incorporated in a variety of ways into treatment of LDs. In the current study, a new hybrid model that builds on earlier empirical research is prosed to provide a compensatory strategy to assist students with dysgraphia. The concurrent treatment approach incorporates drawing activities with the use of mobile devices (specifically the application WhatsApp) to facilitate the self-expression of students with dysgraphia, restore their self-confidence and enhance their skills to a level commensurate with their aptitude while attending to their psychological well-being. Furthermore, the suggested trifold plan is intended to help students with dysgraphia by directly targeting their morphological awareness. The ultimate goal of the interactive strategy is to improve the environment in which students with dysgraphia are learning so that they can focus on their creativity and feel less excluded in normal classrooms. Further empirical research on concurrent dysgraphia treatments is warranted.

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16

Baranowski, Susan L., and Scott B. Patten. "The Predictive Value of Dysgraphia and Constructional Apraxia for Delirium in Psychiatric Inpatients." Canadian Journal of Psychiatry 45, no. 1 (February 2000): 75–78. http://dx.doi.org/10.1177/070674370004500111.

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Objective: To evaluate the predictive value of dysgraphia and constructional apraxia for delirium among psychiatric inpatients. Method: Data were collected from 2 sources. First, a series of nondelirious psychiatric inpatients that had participated in a previous study was selected to determine the specificity of various indices of dysgraphia and constructional apraxia. Second, a series of 56 psychiatric inpatients with delirium as identified using electronic administrative data and clinical records was selected to evaluate sensitivity. Results: Of the various indices of dysgraphia examined, only a global rating of writing quality and evidence of jagged or angled letter loops were informative clinical signs. The predictive value of constructional apraxia resembled the predictive value of the 2 dysgraphia indices. Conclusions: Dysgraphia and constructional apraxia are useful clinical signs of delirium in the psychiatric inpatient population. Evaluation of these functions can substantially impact diagnostic decisions where diagnostic uncertainty exists. An evaluation of writing and constructional praxis can be easily incorporated into bedside mental status examinations.

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17

Zhuravlova, Larysa. "COMPREHENSIVE DIAGNOSIS AND CORRECTION OF SPEECH DEVELOPMENT IN CHILDREN WITH DYSGRAPHY AS A SCIENTIFIC PROBLEM." Scientific journal of Khortytsia National Academy, no. 2021-4 (December 4, 2021): 117–31. http://dx.doi.org/10.51706/2707-3076-2021-4-11.

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The problem of comprehensive diagnosing and speech therapy of primary school children with dysgraphia is considered in the article. Basic concepts such as: “development”, “speech therapy”, “dysgraphia” are characterized. Significant differences between the concepts “written speech” and “writing” are analyzed, which is important for better understanding and disclosure of the basic patterns of speech therapy of children with dysgraphia. It has been found out that the terms “speech development” and “development of speech” are not synonymous. It is noted that researchers often use these concepts as identical. It is noted that such terminological inconsistency creates ambiguity of interpretations, reduces the accuracy of the scientific approach to the problem of speech correction in general and the problem of dysgraphia in particular. It is emphasized that the importance of the problem of diagnosis and speech therapy of children with dysgraphia arises due to the close connection of speech pathology with school performance, psychological status and adaptation of children in the society. Based on the analyzed scientific publications on the correction of dysgraphia, it is established that the study of this disorder is complicated by the variety of scientific data (sometimes quite contradictory) and a significant number of interdisciplinary approaches. Understanding the process of learning the structure of the native language by primary school children who have difficulties in developing writing skills and dysgraphia, encourages the search for the most rational and effective ways to diagnose and correct speech development of this category of children. The author emphasized contemporary ideas about speech as a psychophysical phenomenon which is realized in conjunction with cognitive, emotional and personal components and ensures the comprehensive development of a child. A variety of mechanisms of impaired writing or its implementation require comprehensive diagnosis of speech development of children with dysgraphia;on this basis it is possible to activate speech therapy technologies for preventive and corrective action. Emphasis is placed on the complexity and multifaceted nature of the problem of dysgraphia, so it is necessary to study it grounding on the principles of complexity and systematicity, taking into account the interconnectedness and interdependence of the entire mental sphere and all forms of activity.

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18

Raman, Ilhan, and Brendan Stuart Weekes. "Deep Dysgraphia in Turkish." Behavioural Neurology 16, no. 2-3 (2005): 59–69. http://dx.doi.org/10.1155/2005/568540.

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Deep dysgraphic patients make semantic errors when writing to dictation and they cannot write nonwords. Extant reports of deep dysgraphia come from languages with relatively opaque orthographies. Turkish is a transparent orthography because the bidirectional mappings between phonology and orthography are completely predictable. We report BRB, a biscriptal Turkish-English speaker who has acquired dysgraphia characterised by semantic errors as well as effects of grammatical class and imageability on writing in Turkish. Nonword spelling is abolished. A similar pattern of errors is observed in English. BRB is the first report of acquired dysgraphia in a truly transparent writing system. We argue that deep dysgraphia results from damage to the mappings that are common to both languages between word meanings and orthographic representations.

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Onofri, Emanuela, Marco Mercuri, MariaLucia Salesi, Max Rapp Ricciardi, and Trevor Archer. "Cognitive Performance Deficits and Dysgraphia in Alzheimer’s Disease Patients." Open Medicine Journal 2, no. 1 (February 20, 2015): 6–16. http://dx.doi.org/10.2174/1874220301501010006.

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Introduction: Agraphia or dysgraphia, observed often in early AD, encompasses a progressive disorganization and degeneration of the various components of handwriting. Methods: Deficits in writing ability, dysgraphia, and the relationship with other measures of cognitive decline were studied in a group of 30 patients, originating from the Lazio region, Rome, Italy, presenting a moderate to relatively severe stage of Alzheimer’s disease (AD). Extent of dysgraphia and cognitive performance was compared with a matched group of healthy controls selected from the same region. Results: Several markedly strong relationships between dysgraphia and several measures of cognitive performance in AD patients were observed concomitant with consistent deficits by this patient sample in comparison with the matched group of healthy control subjects were obtained. Additionally, several measures of loss of functional integrity, MMSE, ADL and IADL, were found to be associated with both dysgraphia and impairments in cognitive performance. Conclusion: The present results are discussed from the notion of affected brain regions underlying functions in cognition, language and motor domains that are disturbed in AD.

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20

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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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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22

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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23

Kozintseva, Elena, Anatoly Skvortsov, Anastasia Ulicheva, and Anna Vlasova (Zaykova). "Cognitive Structure of Writing Disorders in Russian: What Would Luria Say?" Behavioural Neurology 25, no. 3 (2012): 223–32. http://dx.doi.org/10.1155/2012/476148.

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Acquired disorders of writing in the Russian language have been reported for more than a century. The study of these disorders reflects the history of Russian neuropsychology and is dominated by the syndrome approach most notably by the writings of Luria. Indeed, our understanding of acquired dysgraphia in Russian speakers is conceptualized according to the classical approach in Modern Russia. In this review, we describe the classical approach and compare it to the cognitive neuropsychological models of writing disorders that are developed to explain dysgraphia in English and in other Western European languages. We argue that the basic theoretical assumptions of the two approaches – cognitive and classical or syndrome approach – share similarities. It is therefore proposed that identification of acquired cases of dysgraphia in Russian could potentially benefit from taking the cognitive neuropsychological perspective. We also conclude that adopting elements of the syndrome approach would substantially enrich the understanding of acquired dysgraphia since these offer an insight into processes not described in the cognitive neuropsychological approach.

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24

Kambanaros, M., and B. Weekes. "Bilingual Phonological Dysgraphia." Procedia - Social and Behavioral Sciences 61 (October 2012): 208–9. http://dx.doi.org/10.1016/j.sbspro.2012.10.151.

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25

Mather, David S. "Dyslexia and Dysgraphia." Journal of Learning Disabilities 36, no. 4 (July 2003): 307–17. http://dx.doi.org/10.1177/00222194030360040301.

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Graham, Naida L. "Dysgraphia in dementia." Neurocase 6, no. 5 (September 2000): 365–76. http://dx.doi.org/10.1080/13554790008402708.

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27

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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28

Gvion, Aviah, and Naama Friedmann. "Letter position dysgraphia." Cortex 46, no. 9 (October 2010): 1100–1113. http://dx.doi.org/10.1016/j.cortex.2009.09.008.

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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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Yin, Wengang, Shengxi He, and Brendan Stuart Weekes. "Acquired Dyslexia and Dysgraphia in Chinese." Behavioural Neurology 16, no. 2-3 (2005): 159–67. http://dx.doi.org/10.1155/2005/323205.

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Understanding how the mappings between orthography and phonology in alphabetic languages are learned, represented and processed has been enhanced by the cognitive neuropsychological investigation of patients with acquired reading and writing disorders. During the past decade, this methodology has been extended to understanding reading and writing in Chinese leading to new insights about language processing, dyslexia and dysgraphia. The aim of this paper is to review reports of patients who have acquired dyslexia and acquired dysgraphia in Chinese and describe the functional architecture of the reading and writing system. Our conclusion is that the unique features of Chinese script will determine the symptoms of acquired dyslexia and dysgraphia in Chinese.

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Larisa Zhuravlova. "INTERDISCIPLINARY, MULTIDISCIPLINARY AND TRANSDISCIPLINARY RESEARCH STRATEGY FOR SPEECH DEVELOPMENT OF PRIMARY SCHOOL PUPILS WITH DISGRAPHY." International Academy Journal Web of Scholar 2, no. 1(31) (January 31, 2019): 17–24. http://dx.doi.org/10.31435/rsglobal_wos/31012019/6315.

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The article is related to the importance of an interdisciplinary, multidisciplinary and transdisciplinary strategy in teaching children of primary school age with dysgraphia. The research work also shows the relevance solving problems children’s complex diagnostics and correction of with dysgraphia using transdisciplinary, multidisciplinary and interdisciplinary researches strategy.

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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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Matsyuk, Elena. "An interdisciplinary approach to the study of physiological problems of students in the context of digitalization." E3S Web of Conferences 273 (2021): 12040. http://dx.doi.org/10.1051/e3sconf/202127312040.

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The relevance of the research is due to the lack of theoretical understanding of the learning process transformation of elementary school children with writing and reading disorders (dysgraphia and dyslexia) in the context of the digitalization of the education system. The article provides an extended analysis of data on the potential impact of the intensification of the introduction of digital technologies on the communicative development of students aged 8-10 years. The prevalence of dysgraphia and dyslexia among elementary school children in various countries of the world was looked upon. The scientific novelty of the article lies in the systematization of the research results of domestic and foreign authors studying the issues of understanding the structure, prevention, and overcoming of dysgraphia and dyslexia from the point of view of a targeted complex interdisciplinary approach, including neurological, neuropsychological aspects and basic speech therapy methods of speech therapy for diagnostics and correction of writing and reading disorders in conditions of digitalization of education. The study of the vectors of modern approaches to the neuropsychological classification of writing and reading disorders leads to the conclusion that the use of a targeted integrated interdisciplinary approach in the context of digitalization of education allows us to consider all the criteria that are significant for drawing up effective correctional programs for overcoming dysgraphia and dyslexia. These are such criteria as age and psychological characteristics of the personality of students aged 8-10 years, the peculiarities of self-determination, and the value system of schoolchildren of the “digital” generation, communicative, cognitive, neuropsychic characteristics of students with dysgraphia and dyslexia.

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Vargas Rivera, Eddy Suyen. "Deteccción temprana de la disgrafía desde el ejercicio profesional docente." Revista Científica Retos de la Ciencia 6, no. 12 (January 1, 2022): 13–24. http://dx.doi.org/10.53877/rc.6.12.20220101.02.

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This work analyzes the importance of early detection of Dysgraphia in the professional teaching practice of the first years of schooling, which allows timely intervention and prevent the progress of this problem that in the future could become a Specific Disorder of Learning. It is qualitative research that used the action research method from the practice of 102 professors who are studying the Basic Education Career of the Indoamérica Technological University. The results show that the highest percentage of research teachers carry out the detection of Dysgraphia in the first years of schooling by resorting to observational methods applied in daily school activities. It is concluded that the detection of dysgraphia in the investigated context is limited, therefore it contributes little to the solution of the referred learning difficulty.

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Walker, Jonathan E. "QEEG-Guided Neurofeedback for Remediation of Dysgraphia." Biofeedback 40, no. 3 (September 1, 2012): 113–14. http://dx.doi.org/10.5298/1081-5937-40.3.03.

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Twenty-four individuals with refractory dysgraphia underwent a quantitative electroencephalogram (QEEG) to determine abnormalities of critical writing areas (left frontal and central). These abnormalities were trained with 5–10 sessions of neurofeedback to decrease excessive slow or fast activity in those areas. All 24 experienced significant improvement in handwriting. Two individuals who declined neurofeedback training did not improve over a similar time period. This approach appears to consistently improve handwriting in subjects with refractory dysgraphia.

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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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Ross, Stephanie. "Living with undiagnosed dysgraphia." British Journal of School Nursing 4, no. 4 (May 2009): 199. http://dx.doi.org/10.12968/bjsn.2009.4.4.42155.

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Macleod, AD, and LE Whitehead. "Dysgraphia and terminal delirium." Palliative Medicine 11, no. 2 (March 1997): 127–32. http://dx.doi.org/10.1177/026921639701100206.

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Gvion, Aviah, and Naama Friedmann. "Dyscravia: Voicing substitution dysgraphia." Neuropsychologia 48, no. 7 (June 2010): 1935–47. http://dx.doi.org/10.1016/j.neuropsychologia.2010.03.014.

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Regueiro, Antonio M., Oscar G. Segurado, Pedro Mata, and Jos� R. Regueiro. "Acquired selective signature dysgraphia." Annals of Neurology 31, no. 1 (January 1992): 115. http://dx.doi.org/10.1002/ana.410310126.

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Baxter, Doreen M., and Elizabeth K. Warrington. "Category specific phonological dysgraphia." Neuropsychologia 23, no. 5 (January 1985): 653–66. http://dx.doi.org/10.1016/0028-3932(85)90066-1.

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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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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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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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Yuen, Carlen, Kourosh Rezania, Thomas Kelly, and Michael Bishop. "NCMP-10. DYSGRAPHIA AS THE EARLIEST PRESENTING SYMPTOM OF SEVERE CHIMERIC ANTIGEN RECEPTOR (CAR) T-CELL THERAPY NEUROTOXICITY: A SINGLE CENTER EXPERIENCE." Neuro-Oncology 23, Supplement_6 (November 2, 2021): vi149. http://dx.doi.org/10.1093/neuonc/noab196.582.

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Abstract INTRODUCTION Chimeric antigen receptor (CAR) T-cell therapy, including axicabtagene ciloleucel (axi-cel; Yescarta®) and tisagenlecleucel (tisa-cel; Kymriah®), are FDA approved for the treatment of adult patients with relapsed or refractory (R/R) diffuse large B-cell lymphoma (DLBCL). Neurotoxicity (NT) associated with CAR T-cell therapy (immune effector cell-associated neurotoxicity syndrome [ICANS]) can be fatal. Timely data, in the form of an abbreviated bedside mini-mental status exam, is thought to lead to earlier identification of NT. However, existing literature validating this method is limited. MATERIALS AND METHODS In this retrospective study, patients with R/R DLBCL treated with commercial axi-cel or tisa-cel in our center from December 2017 to September 2018 were assessed for NT with the CTCAE v4 criteria and the CAR-T-cell-therapy-associated TOXicity (CARTOX-10) scoring system. RESULTS Twenty-six patients with R/R DLBCL were treated with CAR T-cell therapy (25 axi-cel/[Yescarta®] and 1 tisagenlecleucel [Kymriah®]). Twenty-three (88%) developed NT with 8 (31%) experiencing severe NT (Grade III-IV). Tremor and dysgraphia occurred in all patients with severe NT. Lower average CARTOX-10 score (p=< 0.01), dysgraphia (p< 0.01), inattention (p=.018), and disorientation (p=.01) were significantly associated in patients with severe NT. A trend towards significance was observed between tremor and severe NT (p=.08). All patients with severe NT had both dysgraphia and tremor 8/8 (100%) and 2/8 (25%) had concurrent dysnomia. Death occurred in 12/26 (46%) of patients due to disease progression (n=11) and cardiac failure due to myositis (n=1). CONCLUSION In our limited cohort, dysgraphia, inattention, and disorientation are heralding symptoms of severe NT in adult R/R DLBCL patients treated with commercial CAR T-cell therapy. Dysgraphia was the earliest presenting symptom in patients with severe CAR T-cell neurotoxicity and was likely a manifestation of motor dysfunction rather than a component of dysphasia. Further studies with a larger cohort are needed to validate our findings.

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Borges-Osório, Maria R. L., and Francisco M. Salzano. "Language Disabilities in Three Twin Pairs and Their Relatives." Acta geneticae medicae et gemellologiae: twin research 34, no. 1-2 (April 1985): 95–100. http://dx.doi.org/10.1017/s0001566000004979.

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AbstractThree pairs of monozygotic twins were ascertained during a general survey of language disabilities conducted among schoolchildren of Porto Alegre, Brazil. Two of them were concordant for dysgraphia, dysorthographia, dyslexia, and speech defects, while the other was concordant for dysorthographia and dyslexia, but discordant for dysgraphia. Two of the mothers and two sibs also presented language problems, but of a type that was not completely similar to those of the twins. Concomitant neurological and psychological studies, as well as the family histories, helped to understand the similarities and dissimilarities observed.

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Thierry, Seka Yapi Arsène. "Latéralisation Et Trouble Du Langage Chez L’enfant: Comprendre L’occurrence De La Dyslexie Et De La Dysgraphie À L’école Primaire." European Scientific Journal, ESJ 13, no. 32 (November 30, 2017): 170. http://dx.doi.org/10.19044/esj.2017.v13n32p170.

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This study analyzes language impairment to children in Ivorian primary school. More specifically, the study looks at the difficulties of learning in reading and writing still called dyslexia and dysgraphia. The data collection instruments such as observation, interview and questionnaire are used in the process and the hypothesis formulated links learning difficulties with biological and cultural factors to children. The quantitative and qualitative methods used on the basis of an experimental approach allow us to conclude that dyslexia and dysgraphia are consecutive to the biological lateralization and cultural prejudices of society.

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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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ADIJAPHA, E., Y. LANDAU, L. FRENKEL, M. TEICHER, V. GROSSTSUR, and R. SHALEV. "ADHD and Dysgraphia: Underlying Mechanisms." Cortex 43, no. 6 (2007): 700–709. http://dx.doi.org/10.1016/s0010-9452(08)70499-4.

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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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