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Relevant bibliographies by topics / Dysgrafie

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Academic literature on the topic 'Dysgrafie'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Dysgrafie"

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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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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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De Partz, Marie-Pierre. "Rééducation cognitive d'une dysgraphie (acquise) par une technique d'imagerie mentale." Langue française 95, no. 1 (1992): 99–114. http://dx.doi.org/10.3406/lfr.1992.5774.

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Danna, Jérémy, Vietminh Paz-Villagran, Jean-Luc Velay, Charles Gondre, Richard Kronland-Martinet, Sølvi Ystad, Mitsuko Aramaki, et al. "Sonifier l'écriture : un outil pour le diagnostic et la remédiation de la dysgraphie." Développements 12, no. 3 (2012): 32. http://dx.doi.org/10.3917/devel.012.0032.

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Weil-Barais, Annick. "Comment le cognitivisme a-t-il contribué à l’abandon du concept de « débilité mentale » ? Apports et limites." psychologie clinique, no. 46 (2018): 71–83. http://dx.doi.org/10.1051/psyc/201846071.

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Après avoir rappelé les différentes approches qui se sont développées au sein du courant cognitiviste, en référence à ses propres travaux concernant les apprentissages scolaires et les activités intellectuelles (uniquement évoqués pour indiquer ce qui fonde ses jugements), l’auteure se propose d’interroger la manière dont sont expliquées les difficultés persistantes d’apprentissage que les enfants rencontrent à l’école ainsi que les remédiations qui sont préconisées. Elle s’inquiète de la prolifération des dys (dyslexie, dyscalculie, dysgraphie, …), de la focalisation des études récentes sur les zones cérébrales impliquées dans les activités intellectuelles et de la réduction de celles-ci nécessitée par l’usage des appareils de l’enregistrement de l’activité cérébrale. Elle défend la nécessité de prendre en compte la diversité et la complexité des apprentissages scolaires et notamment les processus de conceptualisation.

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Sama Traoré, Rénatou, Béatrice Vincent, Caroline Lecoeuvre, and Virginie Gallet. "L’inclusion des élèves dyspraxiques dans le milieu scolaire : perception de parents d’élèves." Revue Education, Santé, Sociétés, Vol. 6, No. 2, Volume 6, Numéro 2 (September 8, 2020): 27–42. http://dx.doi.org/10.17184/eac.3510.

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La dyspraxie est un trouble de l’exécution des gestes. Induite par un dysfonctionnement des processus de planification et/ou de programmation des mouvements, elle génère des difficultés de coordination souvent en association avec des comorbidités plus ou moins intriquées (dysgraphie, dyscalculie, dysorthographie, dyslexie…). En réponse aux troubles des apprentissages suscités, affectant la réussite scolaire et les activités de la vie quotidienne (AVQ) des personnes concernées, en France, la Loi du 22 février 2005 a prescrit des aménagements compensatoires. Cette étude se propose d’évaluer l’inclusion réellement pratiquée, dans le milieu scolaire, au regard de l’inclusion prescrite. La méthodologie du « récit de vie » a permis de recueillir, à l’échelle nationale, la perception de 29 parents à la fois du vécu de leurs enfants dyspraxiques, en milieu scolaire, et de la mise en application réelle des aménagements préconisés. Les résultats obtenus convergent vers un besoin de sensibilisation, de formation et d’information des équipes enseignantes comme amorce de la mise en œuvre des aménagements recommandés.

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Guillermin, Anne-Laure, and Sophie Leveque-Dupin. "Comment l'ordinateur peut-il devenir un outil de compensation efficace de la dysgraphie pour la scolarité ?" Développements 12, no. 3 (2012): 25. http://dx.doi.org/10.3917/devel.012.0025.

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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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Darweesh, Mohamed E., Safaa R. Elsady, Nahla A. Reifaie, and Rania M. Sidhom. "Dysgraphia: evaluating an Arabic training program for remediation of Egyptian dysgraphic children." Egyptian Journal of Otolaryngology 36, no. 1 (October 28, 2020). http://dx.doi.org/10.1186/s43163-020-00041-1.

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Abstract Background Dysgrahia is a learning disability that affects writing; it requires a complex set of motor and information processing skills. Dysgraphia makes the act of writing difficult and leads to problems with spelling, poor handwriting, and putting thoughts on paper. People with dysgraphia can have trouble organizing letters, numbers, and words on a line or page. The purpose of the present study was to evaluate an Arabic training program for remediating Egyptian Arabic-speaking dysgraphic children. Results The Arabic training program through a quasi-experimental study (pre-post-test) showed significant results in remediating dysgraphia on twenty cases that had attended the phoniatric unit complaining of learning disability having dysgraphia with or without dyslexia. Conclusion The Arabic dysgraphia training program is an effective multisensory approach tool in the training of different types of dysgraphia.

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Dissertations / Theses on the topic "Dysgrafie"

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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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Hoppe, Carina, Sandra Hanne, and Judith Heide. "Entwicklung eines partizipationsorientierten Screenings zur Erfassung einer Dysgraphie." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6858/.

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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 (đťśŚ= [0,2; 0,5]) with specialistâ€™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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Le, Cozic Audrey Colombel Hubert. "Ébauche d'un test grapho-perceptif." [S.l.] : [s.n.], 2009. http://castore.univ-nantes.fr/castore/GetOAIRef?idDoc=58936.

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Zvončák, Vojtěch. "Výzkum pokročilých metod analýzy online písma se zaměřením na hodnocení grafomotorických obtíží u dětí školního věku." Doctoral thesis, Vysoké učení technické v Brně. Fakulta elektrotechniky a komunikačních technologií, 2021. http://www.nusl.cz/ntk/nusl-438732.

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Grafomotorické dovednosti (GA) představují skupinu psychomotorických procesů, které se zapojují během kreslení a psaní. GA jsou nutnou prerekvizitou pro zvládání základních školních schopností, konkrétně psaní. Děti v první a druhé třídě mohou mít potíže s prováděním jednoduchých grafomotorických úkolů (GD) a později ve třetí a čtvrté třídě také se samotným psaním (HD). Narušení procesů spojených se psaním je obecně nazýváno jako vývojová dysgrafie (DD). Prevalence DD v České republice se pohybuje kolem 3–5 %. V současné době je DD hodnocena subjektivně týmem psychologů a speciálních pedagogů. V praxi stále chybí objektivní měřicí nástroj, který by umožňoval hodnocení GD a HD. Z tohoto důvodu se tato disertační práce zabývá identifikováním symptomů spojených s grafomotorickou neobratností u dětí školního věku a vývojem nových parametrů, které je budou kvantifikovat. Byl vytvořen komplexní GA protokol (36 úloh), který představuje prostředí, ve kterém se mohou projevit různé symptomy spojené s GD a HD. K těmto symptomům bylo přiřazeno 76 kvantifikujících parametrů. Dále byla navrhnuta nová škála grafomotorických obtíží (GDRS) založena na automatizovaném zpracování online píma. Nakonec byla prezentována a otestována nová sada parametrizačních technik založených na Tunable Q Factor Wavelet Transform (TQWT). Parametry TQWT dokážou kvantifikovat grafomotorickou obratnost nebo nedostatečný projev v jemné motorice. GDRS přestavuje nový, moderní a objektivní měřící nástroj, který doposud chyběl jak v České republice, tak v zahraničí. Použití škály by pomohlo modernizovat jak diagnostiku DD, tak reedukační/remediační proces. Další výzkum by tento nástroj mohl adaptovat i do jiných jazyků. Navíc, tato metodologie může být použita a optimalizována pro diagnostiku dalších nemocí a poruch, které ovlivňují grafomotorické dovednosti, například pro autismus, poruchu pozornosti s hyperaktivitou (ADHD) nebo dyspraxii (DCD).

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JELÍNKOVÁ, Petra. "Reedukace dyslexie, dysgrafie a dysortografie na 1. stupni základních škol." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-317476.

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This master thesis deals with the problems of Specific Learning Difficulties such as dyslexia, dysgraphia and dysorthography that show especially in the Czech language. The theoretical part concentrates on the personality of the student with Specific Learning Difficulties. It explains the term "Specific Learning Difficulties". The difficulties (mentioned above) and their symptoms are defined there too. It focuses on the aetiology of Specific Learning Difficulties, their diagnostics and re-educational principles. It also contains a short chapter about sense perception which is closely related to the re-education of Specific Learning Difficulties. The practical part offers the list of re-educational tools, methods and activities for the re-education of dyslexia, dysgraphia and dysorthography. This list is supplemented by the set of worksheets that can be used for example during the correction of Specific Learning Difficulties.

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Šafratová, Kamila. "Pomůcky pro žáky s dyslexií a dysgrafií na 2. stupni základní školy." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-343787.

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The purpose of the master's thesis is to describe and critically evaluate the learning aids, nowadays used to assist primary school children with specific learning disabilities (dyslexia, dysgraphia and dysorthographia) and eventually propose its possible improvements. The results of the research part are based on theoretical methodology and literature. In addition, some of the selected learning aids were tested on a small sample of pupils. To fulfill such goals, it was crucial to get oriented on the field of current tool portfolio for the pupils with given specific learning disabilities through relevant institutions, questionnaires and analysis of the tool market situation. The review and evaluation of the learning aids was finally done based on the outcome of the thesis research part.

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PRŮŠOVÁ, Renáta. "Problematika a prevence poruch učení u dětí na základní škole." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-251653.

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The dissertation pursue learning malfunctions problematics and prevention by the elementary school students. I decided for this topic based on the experience with my bachelor thesis. Bachelor thesis was focused on learning malfunctions in general. The main goal is to provide the reader enough informations about this problem and offer practical solutions for prevention and correction. In the first part I described all the malfunctions theoretically, their diagnostics, reeducation and prevention. The further chapters are about the approach to education, family and school cooperation and advisory system. The second part comes from practical research. I introduced the special utility to prevent and minimalize the malfunctions. This utility was applied in practice based on the qualitative research by the standart observation method. The reader can find in the end of dissertation the final results of my research.

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KOLÁŘOVÁ, Martina. "Poruchy učení u žáků očima učitele." Master's thesis, 2008. http://www.nusl.cz/ntk/nusl-48975.

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ANNOTATION Our thesis is focused on the problems of pupils` learning disorders at primary school. Our thesis is divided into three parts. In the theoretic one we outline problems of learning disorders, especially dysgraphia and dysorthographia. We focus especially on diagnostics and opportunities for remedy and compensation of these learning disorders. The second part analyses the number of pupils with learning disorders at primary school and determinates the level of teacher awareness of these problems of pupils` learning disorders. The third part of out thesis is the practical one. There was made the list of suggestions of work with pupils with learning disorders and we find suitable publications focused on the remedy of learning disorders. The aim of our thesis is to analyse the number of pupils with learning disorders at primary school and to find the extent of teachers` awareness of these problems. The thesis is documented with number of charts and graphs including supplementory material.

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LEMBERGEROVÁ, Petra. "Specifické vývojové poruchy učení a využití speciálních pomůcek." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-85697.

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The thesis is divided into two parts - the theoretical and practical. The theoretical part describes the basic characteristics, symptoms and causes of specific learning disabilities {--} dyslexia, dysgraphia, dyscalculia and dysorthography. Deal with their diagnosis, remedy and methods how to work with children with SLD, what special tools to use what are the possibilities of integration. I have the current state of the three children with SLD and I consider the options for remedy in the practical part. The aim is to determine by questionnaire survey the tools used with working with children who have developmental learning difficulties.

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Books on the topic "Dysgrafie"

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Estienne-Dejong, Françoise. Dysorthographie et dysgraphie: 285 exercices : comprendre, évaluer, remédier, s'entraîner. Paris: Masson, 2006.

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Capellini, Simone Aparecida, Monique Herrera Cardoso, and Giseli Donadon Germano. Handwriting and Dysgrafia: Relation and Assessment. Nova Science Publishers, Incorporated, 2018.

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Book chapters on the topic "Dysgrafie"

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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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"Dyslexie und Dysgrafie." In Klinische Neuropsychologie – Kognitive Neurologie, edited by Hans-Otto Karnath, Georg Goldenberg, and Wolfram Ziegler. Stuttgart: Georg Thieme Verlag, 2014. http://dx.doi.org/10.1055/b-0034-97302.

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"6 Entwicklungsdyslexie/-dysgraphie." In Störungen der Schriftsprache, edited by Sylvia Costard. Stuttgart: Georg Thieme Verlag, 2011. http://dx.doi.org/10.1055/b-0034-25278.

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Eibl, K. "Dyslexie und Dysgraphie." In Sprachtherapie in Neurologie, Geriatrie und Akutrehabilitation, 241–64. Elsevier, 2019. http://dx.doi.org/10.1016/b978-3-437-45501-8.00007-0.

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"5 Dyslexie und Dysgraphie." In Kognitive Neurologie, edited by Hans-Otto Karnath, Wolfgang Hartje, and Wolfram Ziegler. Stuttgart: Georg Thieme Verlag, 2006. http://dx.doi.org/10.1055/b-0034-21479.

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Biotteau, M., and J. M. Albaret. "Trouble développemental de la coordination et dysgraphie." In Enfants DYS, 171–88. Elsevier, 2018. http://dx.doi.org/10.1016/b978-2-294-74877-6.00010-0.

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"13 Zwei Fallbeispiele zur modellgeleiteten Diagnostik bei Entwicklungsdyslexie/-dysgraphie." In Störungen der Schriftsprache, edited by Sylvia Costard. Stuttgart: Georg Thieme Verlag, 2011. http://dx.doi.org/10.1055/b-0034-25285.

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