Developmental dyslexia and dysgraphia: What can we learn from the one about the other? [PDF]
Frontiers in Psychology, 2016 Up to 17 % of German school children suffer from reading and writing disabilities. Unlike developmental dyslexia, only few studies have addressed dysgraphia.
Diana eDöhla +2 more
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Developmental Dysgraphia: A New Approach to Diagnosis
The International Journal of Assessment and Evaluation, 2021 Writing is a complex skill. Issues in this process, which are usually associated with developmental dysgraphia (DD), could consistently cause problems in everyday life, like for example, lower self-esteem and poorer academic achievement. That is why the correct diagnosis of DD is crucial for further child development.
Katarína Šafárová +2 more
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Learning and Transfer of Graphomotor Skills in Three 7- to 10-Year-Old Children with Developmental Coordination Disorder: Case Reports [PDF]
ChildrenBackground/Objectives: Children with Developmental Coordination Disorder (DCD) frequently experience handwriting difficulties, or dysgraphia. The association between DCD and dysgraphia has long been observed and described.
Laureen Josseron +2 more
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Exploratory Investigation of Handwriting Disorders in School-Aged Children from First to Fifth Grade [PDF]
Children, 2023 Handwriting disorders (HDs) are prevalent in school-aged children, with significant interference with academic performances. The current study offers a transdisciplinary approach with the use of normed and standardized clinical assessments of ...
Clémence Lopez, Laurence Vaivre-Douret
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Contribution of a standardized Neuropsychomotor assessment (NP-MOT battery) associated to the WISC-V scale in order to better understand a dysgraphia impairment highlighted by a heterogeneous IQ profile in a High Intellectual Potential child [PDF]
European Psychiatry, 2023 Introduction Many research studies and clinicians consider a heterogeneous IQ profile as a specific developmental characteristic to High Intellectual Potential (HIP), despite difficulties in handwriting.
L. Vaivre-Douret
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Do reading and spelling share orthographic representations? Evidence from developmental dysgraphia. [PDF]
Cogn Neuropsychol, 2017 Both spelling and reading depend on knowledge of the spellings of words. Despite this commonality, observed dissociations between spelling and reading in cases of acquired and developmental deficits suggest some degree of independence between the cognitive mechanisms involved in these skills.
Hepner C, McCloskey M, Rapp B.
europepmc +4 more sources
Subtypes of Developmental Surface Dysgraphia
Procedia - Social and Behavioral Sciences, 2010 Participants The participants with developmental surface dysgraphia were 9 Hebrew speakers aged 14-35. We included them in the study based on the number and types of errors they made in single word writing: they made predominantly errors of homophonic letter substitutions and regularizations such as writing no instead of know; kar instead of car (in ...
Aviah Gvion +3 more
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Developmental dysgraphia: An overview and framework for research [PDF]
Cognitive Neuropsychology, 2019 Developmental deficits in the acquisition of writing skills (developmental dysgraphias) are common and have significant consequences, yet these deficits have received relatively little attention from researchers. We offer a framework for studying developmental dysgraphias (including both spelling and handwriting deficits), arguing that research should ...
Michael McCloskey, Brenda Rapp
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Developmental dysgraphia: An overview and framework for research. [PDF]
Cogn Neuropsychol, 2017 McCloskey M, Rapp B.
europepmc +3 more sources
Developmental and epileptic encephalopathy with spike-wave activation in sleep: From the 'functional ablation' model to a neurodevelopmental network perspective. [PDF]
Dev Med Child NeurolThe pathophysiology of D/EE‐SWAS has traditionally been conceptualized as a cause–effect continuum wherein genetic and environmental factors influence brain morphology, subsequently inducing electrical abnormalities during sleep, resulting in cognitive impairment.
Andreoli L, Bova SM, Veggiotti P.
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