DOCSLIB.ORG

Dysgraphia 101 Laura Dowdy, Stefanie Perry and Kelly Elias

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Dysgraphia 101 Laura Dowdy, Stefanie Perry and Kelly Elias 12/2/2016 This is your Brain….. Dysgraphia 101 Laura Dowdy, Stefanie Perry and Kelly Elias This is your Brain Reading and Writing • Orthographic Coding: how the brain pays attention to, visually remembers and codes Orthographic Coding words and word parts relating them to spoken words (thru vs through) • Phonological Coding: segmenting spoken words (word sounds) into units, relate them to how the brain pays attention to, visually units in written words – breaking words apart and putting back together remembers and codes words and word parts • Morphological Coding: coding of base words (“root”) with suffixes and prefixes, for relating them to spoken words (thru vs through) example – corner vs builder • Verbal Working Memory – working memory that allows you to store and process letters and written words, listening comprehension and written sentences • RAN – measures ability to name familiar symbols/single letters, letter groups or words that are repeated across rows both accurately and rapidly • RAS – measures executive function of switching categories (attentional switches) an different 1 12/2/2016 quieter ei telescope sc preapproved er 2 12/2/2016 exclamation ti Phonological Coding Now your turn segmenting spoken words (word sounds) into • Drum roll please……… units, relate them to units in written words – breaking words apart and putting back together Morphological Coding Now Your Turn coding of base words (“root”) with suffixes and Movement Move prefixes, for example – corner vs builder Imaginary Imagine Sentence Sent Reality Real Depth Deep Clarity Clear Billion Bill Butter Butt 3 12/2/2016 Verbal Working Memory Now Your Turn • working memory that allows you to store and • Verbal Working Memory - Letters process letters and written words, listening • You get only 5 seconds to answer comprehension and written sentences Now Your Turn RAN • Verbal Working Memory – Words • measures ability to name familiar • You get only 5 seconds to answer symbols/single letters, letter groups or words that are repeated across rows both accurately and rapidly RAN RAS • measures central executive function of switching • May I have a volunteer?!? categories (attentional switches) 4 12/2/2016 Berninger’s Working Memory Architecture RAS • May I have a volunteer?!? Berninger’s View of Reading and Writing What do you know about how Processing Disabilities student’s learn to write? Dysgraphia 101 Pre Test Image Credit: PAL II: Process Assessment of the Learner, Virginia Berninger, Pearson Clinical 2007 Which skills are developed in the successful writer? Simple (or not so simple) View of Writing TEXT GENERATION Humble ISD Writing Efficiency Content, Ideas, Voice Hierarchy VERBAL WORKING MEMORY MECHANICS EXECUTIVE FUNCTIONS Handwriting, spelling, Attention, planning, spacing, punctuation reviewing, revising, self - regulation 5 12/2/2016 Research What is Handwriting? • Juel (1988) found that 1/3 of fourth graders had difficulty with low-level writing skills (i.e. handwriting and spelling)- mechanics “Handwriting is a complex perceptual-motor skill that is dependent upon the maturation and • Another 1/3 had difficulty with high level skills integration of a number of cognitive, perceptual (i.e. composition)- text generation and motor skills, and is developed through guided direct instruction” • Another 1/3 had difficulty with both (Hamstra-Bletz and Blote, 1993; Maeland, 1992). Mather, N & Wendling, B.J. (2009) Essentials of evidence-based academic interventions p. 140 Components of Handwriting Why Teach Handwriting? • Recall the appearance of the letters, letter groups and spelling patterns (orthographic memory)- “see it” “In dozens of studies, researchers have found that, done right, early handwriting instruction • Visualize the letter and coordinate the motor improves students’ writing. Not just its legibility patterns needed to form the letters (graphomotor)- “do it” but its quantity and quality.” • Judge the amount of space that is needed between the letters and words and try to Graham, S. (2009-2010) Want to improve children’s writing? Don’t neglect their position the letter on the writing lines handwriting. American Educator, 20-25 (sensory/spatial)- “place it” Mather, N., Wendling, B., & Roberts, R. (2009). Writing Assessment and Instruction for Students with Learning Disabilities (p. 9) TEKS Snapshot – Kindergarten Writing TEKS Snapshot – Grade 1 Writing Ready for STAAR Ready for STAAR K.13(A) plan a first draft by generating ideas for writing through class discussion (with adult assistance) K.13(B)* develop drafts by sequencing the action or details in the story (with adult assistance) 1.17(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas) Writing Process K.13(C)* revise drafts by adding details or sentences (with adult assistance) 1.17(B)* develop drafts by sequencing ideas through writing sentences K.13(D)* edit drafts by leaving spaces between letters and words (with adult assistance) Writing Process 1.17(C)* revise drafts by adding or deleting a word, phrase, or sentence K.13(E) share writing with others (with adult assistance) 1.17(D)* edit drafts for grammar, punctuation, and spelling using a teacher‐developed rubric 1.17(E) publish and share writing with others Reporting Category* Readiness Standards Supporting Standards K.14(A)* dictate or write sentences to tell a story and put the K.14(B) write short poems Reporting Readiness Standards Supporting Standards sentences in chronological sequence Category* K.15(A)* dictate or write information for lists, captions, or 1.18(A)* write brief stories that include a beginning, middle, 1.19(C) write brief comments on literary or informational texts 1 invitations and end (literary) 1.18(B) write short poems that convey sensory details K.18(C) write one's own name 1.19(A)* write brief compositions about topics of interest to 1.19(B) write short letters that put ideas in a chronological or logical sequence and use 1 Composition the student (expository/procedural) appropriate conventions (e.g., date, salutation, closing) Composition K.13(C)* revise drafts by adding details or sentences (with adult assistance) 1.17(C)* revise drafts by adding or deleting a word, phrase, or 2 sentence Revision 2 K.13(D)* edit drafts by leaving spaces between letters and K.16(A)* understand and use the following parts of speech in the context of reading, Revision words (with adult assistance) writing, and speaking (with adult assistance): 1.21(A) form upper‐ and lower‐case letters legibly in text, using the basic conventions K.16(B)* speak in complete sentences to communicate (i)* past and future tenses when speaking 1.17(D)* edit drafts for grammar, punctuation, and spelling K.17(A) form upper‐ and lower‐case letters legibly using the (ii)* nouns (singular/plural) using a teacher‐developed rubric of print (left‐to‐right and top‐to‐bottom progression), including spacing basic conventions of print (left‐to‐right and top‐to‐ (iii)* descriptive words 1.20(B) speak in complete sentences with correct subject‐ between words and sentences (iv)* prepositions and simple prepositional phrases appropriately when 1.21(B)* recognize and use basic capitalization for: bottom progression) verb agreement speaking or writing (e.g., in, on, under, over) (iii)* names of people 1.21(B)* recognize and use basic capitalization for: 3 (v)* pronouns (e.g., I, me) 1.21(C) recognize and use punctuation marks at the end of declarative, exclamatory, 3 (i)* the beginning of sentences Editing K.16(C)* use complete simple sentences and interrogative sentences Editing (ii)* the pronoun "I" K.17(B)* capitalize the first letter in a sentence 1.22(B)* use letter‐sound patterns to spell 1.22(C)* spell high‐frequency words from a commonly used list K.17(C)* use punctuation at the end of a sentence 1.22(D)* spell base words with inflectional endings (e.g., adding "s" to make words K.18(A) use phonological knowledge to match sounds to letters plurals) K.18(B)* use letter‐sound correspondences to spell consonant‐vowel‐consonant (CVC) 1.22(E)* use resources to find correct spellings words (e.g., "cut") Genres Genres Literary Informational Literary Informational Fiction Expository Fiction Expository Poetry Poetry Procedural NOTE: The classification of standards on this TEKS Snapshot represents the reviewed and synthesized input of a sample of Texas Kindergarten – Grade 2 teachers. This TEKS Snapshot DOES NOTE: The classification of standards on this TEKS Snapshot represents the reviewed and synthesized input of a sample of Texas Kindergarten – Grade 2 teachers. This TEKS Snapshot DOES NOT represent a publication of the Texas Education Agency. District curriculum materials may reflect other classifications. NOT represent a publication of the Texas Education Agency. District curriculum materials may reflect other classifications. 6 12/2/2016 So how do kids learn to write ? Handwriting 101 The Big Question?!? Looking CLOSELY at OSMOSIS HANDWRITING CONCERNS: When is it a DYSGRAPHIA concern and When is it an INSTRUCTIONAL need? Alien Implantation? Adapted and reprinted with permission Denver Public Schools 2011 http://denver.co.schoolwebpages.com/education/components/scrapbook/default.php?sectiondetailid=1859&& QUESTION 1: QUESTION 2: Has the student received explicit handwriting instruction with fidelity? Does the student know all the uppercase and lowercase letters/forms? • Students must receive explicit guided handwriting instruction on letter formation and placement with • To be an effective
Load more

Recommended publications
  • Developmental Coordination Disorder and Dysgraphia: Signs and Symptoms, Diagnosis, and Rehabilitation
    Neuropsychiatric Disease and Treatment Dovepress open access to scientific and medical research Open Access Full Text Article REVIEW Developmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabilitation This article was published in the following Dove Press journal: Neuropsychiatric Disease and Treatment Maëlle Biotteau 1 Abstract: Developmental coordination disorder (DCD) is a common and well-recognized Jérémy Danna 2 neurodevelopmental disorder affecting approximately 5 in every 100 individuals worldwide. It Éloïse Baudou 3 has long been included in standard national and international classifications of disorders (especially Frédéric Puyjarinet 4 the Diagnostic and Statistical Manual of Mental Disorders). Children and adults with DCD may Jean-Luc Velay 2 come to medical or paramedical attention because of poor motor skills, poor motor coordination, Jean-Michel Albaret 1,5 and/or impaired procedural learning affecting activities of daily living. Studies show DCD persis- tence of 30–70% in adulthood for individuals who were diagnosed with DCD as children, with Yves Chaix 1,3 direct consequences in the academic realm and even beyond. In particular, individuals with DCD 1ToNIC, Toulouse NeuroImaging Center, are at increased risk of impaired handwriting skills. Medium-term and long-term prognosis depends University of Toulouse, Inserm, UPS, Toulouse, France; 2Cognitive on the timing of the diagnosis, (possible) comorbid disorders (and their diagnosis), the variability of Neurosciences Laboratory, CNRS-Aix signs and symptoms (number and intensity), and the nature and frequency of the interventions Marseille University, Marseille, France; individuals receive. We therefore chose to investigate the signs and symptoms, diagnosis, and 3Pediatric Neurology Unit, Children’s Hospital, Purpan University Hospital, rehabilitation of both DCD and developmental dysgraphia, which continues to receive far too little Toulouse, France; 4EuroMov Laboratory, attention in its own right from researchers and clinicians.
    [Show full text]
  • Developmental Coordination Disorder and Dysgraphia
    Developmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabilitation Maëlle Biotteau, Jérémy Danna, Éloïse Baudou, Frédéric Puyjarinet, Jean-Luc Velay, Jean-Michel Albaret, Yves Chaix To cite this version: Maëlle Biotteau, Jérémy Danna, Éloïse Baudou, Frédéric Puyjarinet, Jean-Luc Velay, et al.. De- velopmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabil- itation. Neuropsychiatric Disease and Treatment, Dove Medical Press, 2019, 15, pp.1873-1885. 10.2147/NDT.S120514. hal-02177153 HAL Id: hal-02177153 https://hal.archives-ouvertes.fr/hal-02177153 Submitted on 8 Jul 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Neuropsychiatric Disease and Treatment Dovepress open access to scientific and medical research Open Access Full Text Article REVIEW Developmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabilitation This article was published in the following Dove Press journal: Neuropsychiatric Disease and Treatment Maëlle Biotteau 1 Abstract: Developmental coordination disorder (DCD) is a common and well-recognized Jérémy Danna 2 neurodevelopmental disorder affecting approximately 5 in every 100 individuals worldwide. It Éloïse Baudou 3 has long been included in standard national and international classifications of disorders (especially Frédéric Puyjarinet 4 the Diagnostic and Statistical Manual of Mental Disorders).
    [Show full text]
  • Dysgraphia: How It Affects a Student’S Performance and What Can Be Done About It
    Dysgraphia: How It Affects A Student’s Performance and What Can Be Done About It Alyssa L. Crouch Jennifer J. Jakubecy A Case Study Published in TEACHING Exceptional Children Plus Volume 3, Issue 3, January 2007 Copyright © 2007 by the author. This work is licensed to the public under the Creative Commons Attribution License. Dysgraphia: How It Affects A Student’s Performance and What Can Be Done About It Alyssa L. Crouch Jennifer J. Jakubecy Abstract The purpose of this study was to apply two techniques, drill activities and fine motor ac- tivities, to find whether they help improve the handwriting of a student with dysgraphia. This action research used an ABAB single subject design to find which technique worked better over an eight-week period. The results were inconclusive on which technique worked better. However, the combination of both improved the subject’s handwriting and increased his score by 50%. Therefore, this study suggests that using both techniques can help improve the problems associated with dysgraphia, especially in the area of handwrit- ing. Keywords handwriting, dysgraphia SUGGESTED CITATION: Crouch, A. L., & Jakubecy, J. J. (2007). Dysgraphia: How it affects a student’s performance and what can be done about it. TEACHING Exceptional Children Plus, 3(3) Article 5. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol3/iss3/art5 “The ability to write is truly one of the most ing difficulties can be included under the la- important factors in the academic process.” bel of learning disabilities. Another reason is Timothy Dikowski that there is no consensus in the field on one definition or identification process for dys- Introduction graphia.
    [Show full text]
  • The Basics About the 3 D's: Learning Disabilities
    THE BASICS ABOUT THE 3 D’S: LEARNING DISABILITIES Cathy Johnson, M.A., C.C.C, S.L.T Licensed Speech/Language Pathologist Structured Literacy Teacher Speech, Language and Learning Center Johnson Academy of Therapeutic Learning Disclosure Neither I nor any member of my immediate family has a financial relationship or interest (currently or within the past 12 months) with any proprietary entity producing health care goods or services consumed by, or used on, patients related to the content of this CME activity. I do not intend to discuss an unapproved/investigative use of a commercial product/device. Agenda ● Three types of learning disabilities: Dyslexia, Dysgraphia, and Dyscalculia ● Definitions ● Signs and symptoms ● Frequently co‐occurring disorders to be aware of: ADHD (30% of those with dyslexia have coexisting AD/HD) &/or APD Learning Disabilities • Problems with age appropriate reading, spelling, and/or writing • A learning disability is not about how smart a person is but more about how they process sounds and language • Most people diagnosed with learning disabilities have average to superior intelligence Definition of Dyslexia ● Dyslexia is no longer diagnosed with regard to an IQ discrepancy. ● We have known this from research that came out in the early 1990s (e.g., Siegel 1992). ● This was officially changed in the DSM‐5 (2013). Definition of Dyslexia- IDA definition average to above average intellectual ability with an unexpected difficulty in reading 1. Dyslexia is a language‐based learning disability. 2. Dyslexia is hereditary and lifelong. 3. Dyslexia is more common than many people think. 4. Before school starts, dyslexia may not be obvious.
    [Show full text]
  • Dysgraphia Madeline Brown Southeastern University - Lakeland, [email protected]
    Southeastern University FireScholars Classical Conversations Spring 2019 Dysgraphia Madeline Brown Southeastern University - Lakeland, [email protected] Follow this and additional works at: https://firescholars.seu.edu/ccplus Part of the Disability and Equity in Education Commons, Elementary Education Commons, and the Special Education and Teaching Commons Recommended Citation Brown, Madeline, "Dysgraphia" (2019). Classical Conversations. 2. https://firescholars.seu.edu/ccplus/2 This Term Paper is brought to you for free and open access by FireScholars. It has been accepted for inclusion in Classical Conversations by an authorized administrator of FireScholars. For more information, please contact [email protected]. Brown !1 Madeline Brown Professor Veach CC ENG 1233 22 MAR 2019 Dysgraphia Introduction Envision a kindergarten student sitting in school with an assignment to copy. As she sits down, she already knows the challenge writing presents for her but does not speak up or say anything because this time probably will not be any different than when she requested help before. She has been labeled as a lazy writer and has never had the most readable handwriting. All of the other children around her finish the assignment and she inevitably she remains unable to complete the first sentence. This scene does not have to play out this way. Students in schools across the world are created uniquely with different strengths and weaknesses. Teacher to student ratio, few learning disability training resources, and confusion regarding whether a child has a legitimate learning challenge all contribute to the inability of schools to accurately detect early learning disabilities (Judd 97). Without proper training, some difficult to identify diagnoses of childhood learning and behavioral struggles include but are not limited to; Dyslexia, Autism, Dyspraxia, Attention Deficit Disorder, Dyscalculia, and Dysgraphia.
    [Show full text]
  • Dyslexia Or Ld in Reading: What Is the Difference?
    DYSLEXIA OR LD IN READING: WHAT IS THE DIFFERENCE? Anise Flowers & Donna Black, Pearson Dyslexia or LD in Reading? TCASE 2017 Image by Photographer’s Name (Credit in black type) or Image by Photographer’s Name (Credit in white type) International Dyslexia Association Dyslexia is a specific learning disability that is neurological in origin. It is characterized by Dyslexia or LD in Reading: What difficulties with accurate and/or fluent word is the Difference? recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of Presented by effective classroom instruction. Secondary Anise Flowers, Ph.D. Donna Black, LSSP consequences may include problems in reading comprehension and reduced reading experience TCASE that can impede growth of vocabulary and January 2017 background knowledge. Presentation Title Arial Bold 7 pt 1 2 Dyslexia Identification and Services in Texas Dyslexia Definition (in Texas) Texas Education Code (TEC)§38.003 defines Texas Education Code (TEC)§38.003 definition: dyslexia and mandates testing and the provision of 1. “Dyslexia” means a disorder of constitutional instruction origin manifested by a difficulty in learning to State Board of Education (SBOE) adopts rules and read, write, or spell, despite conventional standards for administering testing and instruction instruction, adequate intelligence, and TEC §7.028(b) relegates responsibility for school sociocultural opportunity. compliance to the local school board 2. “Related disorders” include disorders similar to or 19 (TAC)§74.28 outlines responsibilities of districts related to dyslexia such as developmental auditory and charter schools in the delivery of services to imperceptions, dysphasia, specific developmental students with dyslexia dyslexia, developmental dysgraphia, and The Rehabilitation Act of 1973, §504, establishes developmental spelling disability.
    [Show full text]
  • Dyslexia & Dysgraphia
    Dyslexia & Dysgraphia Cena Holifield, Ph.D., CALT, QI The 3-D School, Executive Director William Carey University, Assistant Professor Oral Communication is a Natural Process Reading and Writing are not Natural Processes The lecture today will answer these questions…. • What is Dyslexia? • What is Dysgraphia? • How can these disorders be addressed? Specific Learning Disorders • Dyslexia Dysgraphia Reading Written Expression Specific Learning Disorder • a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations. IDEA, 2004 Dyslexia is a specific learning disability that is neurological in origin. Students have difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language. Difficulties are often unexpected in relation to cognitive ability and the provision of traditional classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. Dysgraphia • Dysgraphia is a specific learning disability that is a neurological condition causing trouble with written expression. Students struggle with holding a pencil, organizing letters on a line, therefore, handwriting tends to be messy. Many struggle with
    [Show full text]
  • Developmental Coordination Disorder (Physical REVIEW Therapy)
    CLINICAL Developmental Coordination Disorder (Physical REVIEW Therapy) Indexing Metadata/Description › Title/condition: Developmental Coordination Disorder (Physical Therapy) › Synonyms: Motor dyspraxia; clumsy child syndrome; developmental dyspraxia; sensory integration dysfunction; perceptuo-motor dysfunction; disorder of attention and motor perception (DAMP); motor learning difficulty; coordination disorder, developmental (physical therapy); childhood coordination disorder (physical therapy); coordination disorder, childhood (physical therapy) › Anatomical location/body part affected: Neuromusculoskeletal system, vestibular system, somatosensory system › Area(s) of specialty: Pediatric Rehabilitation, Neurological Rehabilitation › Description: According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), 4 criteria must be met for a diagnosis of developmental coordination disorder (DCD): 1) performance in daily activities that require motor coordination is substantially below that expected based on chronological age and measured intelligence. This may be manifested by marked delays in achieving gross and/or fine motor milestones, poor handwriting, poor performance in sports, dropping things, or “clumsiness”; 2) criterion 1 deficits significantly and continuously interfere with academic achievement or ADLs appropriate to chronological age; 3) onset of symptoms is in the early developmental period; 4) the motor skills deficits are not explained by intellectual disability or visual impairment and are not attributable
    [Show full text]
  • Taking a Closer Look at Dyslexia & Dysgraphia
    Taking a Closer Look at Dyslexia & Dysgraphia Heather Willis-Doxsee, Deputy Director, Just Read, Florida! 1 www.FLDOE.org Learning Objectives • Participants will learn about the definition and characteristics of dyslexia and dysgraphia. • Participants will learn about strategies that can be used to support striving readers and writers. • Participants will learn about professional learning opportunities being offered across the state. 2 www.FLDOE.org Dyslexia • Definition • Dyslexia and the Brain • Common Characteristics • Legislative Requirements for Training 3 www.FLDOE.org Reflection • How does your district recognize dyslexia? 4 www.FLDOE.org Dyslexia • Definition adopted by the International Dyslexia Association: “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” http://eida.org/definition-of-dyslexia/ 5 www.FLDOE.org Dyslexia and the IDEA • 34 CFR 300.8(c)(10) • Dyslexia is included in the definition of a specific learning disability under IDEA: (10) Specific learning disability. (i) General. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
    [Show full text]
  • Dysgraphia Defined
    Authors Sheryl Frierson, M.D., M.Ed. Anna Middleton, Ph.D., CALT Sue Jones, M.A., CCC-SLP Ivonne Tennent, M.Ed., LDT, CALT-QI About this book This booklet was developed to provide families with information regarding the diagnosis and treatment of dysgraphia, a specific learning disorder which impacts a child’s ability to write by hand. For sources of information please see the Reference section on page 26. How did we come to this definition? There currently is no consensus definition of dysgraphia. The Diagnostic and Statistical Manual 5th Edition outlines behavioral characteristics of Specific Learning Disorder in written expression but does not specify a disorder of handwriting or letter formation. Thus, a committee of diagnostic, educational, research, and medical staff convened at Scottish Rite for Children to review the current literature surrounding writing development, handwriting instruction, and dysgraphia. Most working definitions of dysgraphia are centered around a graphomotor impairment that creates complications in written expression. Additional research supports a role of other processing impairments in some children with dysgraphia. Thus, the impairment of handwriting characteristic of dysgraphia is not exclusively a motor impairment, but a disruption in one of several coordinated processes that are required for proficient handwriting skill. Acknowledgements The information contained in this book integrates research and content supported by leading experts in the field of learning and writing. The information presented in this booklet was reviewed and compiled by staff in the Luke Waites Center for Dyslexia and Learning Disorders. We appreciate the contributions of Jeff Black, M.D., Jerry Ring, Ph.D., Kellie Dyer, M.Ed., and Vennecia Jackson, M.D.
    [Show full text]
  • Developmental Dyslexia and Dysgraphia: What Can We Learn from the One About the Other?
    REVIEW published: 26 January 2016 doi: 10.3389/fpsyg.2015.02045 Developmental Dyslexia and Dysgraphia: What can We Learn from the One About the Other? Diana Döhla1 and Stefan Heim1,2* 1 Department of Psychiatry, Psychotherapy and Psychosomatics, Medical Faculty, RWTH Aachen, Aachen, Germany, 2 Institute of Neuroscience and Medicine, Research Centre Jülich, Jülich, Germany Up to 17% of German school children suffer from reading and writing disabilities. Unlike developmental dyslexia, only few studies have addressed dysgraphia. Presenting a comprehensive overview of the current state of the art in developmental dyslexia and dysgraphia, this paper aims to determine how far existing knowledge about the causes of developmental dyslexia also apply to developmental dysgraphia. To promote understanding of developmental dysgraphia, the paper discusses relevant aspects such as predictors, causes and comorbidities, models of acquisition as well as existing deficit models. A comparison of definitions in the DSM-V and ICD-10 complemented by an overview of the most recent German guideline ought to give the reader deeper insight into this topic. The current issue of growing up bilingually and the connection between reading and writing deficits are also discussed. In conclusion, this paper presents a Edited by: critical survey of theoretical and practical implications for the diagnostics and treatment Simone Aparecida Capellini, São Paulo State University “Júlio of developmental dysgraphia. de Mesquita Filho” – UNESP, Brazil Keywords: developmental dyslexia, dysgraphia, German, DSM-V, ICD-10, comorbidity Reviewed by: Thomas Lachmann, University of Kaiserslautern, Germany Angela Jocelyn Fawcett, INTRODUCTION The University of Sheffield, UK *Correspondence: Developmental dysgraphia is a disorder characterized by difficulties in the acquisition of writing Stefan Heim skills, with writing performance below that expected based on children’s class level.
    [Show full text]
  • Progressive Aphasia Presenting with Deep Dyslexia and Dysgraphia
    cortex 48 (2012) 1234e1239 Available online at www.sciencedirect.com Journal homepage: www.elsevier.com/locate/cortex Note Progressive aphasia presenting with deep dyslexia and dysgraphia Julie S. Snowden a,b,*, Jacqueline Kindell c, Jennifer C. Thompson a,b, Anna M.T. Richardson a,b and David Neary a,b a Cerebral Function Unit, Greater Manchester Neuroscience Centre, Salford Royal Foundation Trust, Salford, UK b Mental Health and Neurodegeneration Research group, School of Community-Based Medicine, University of Manchester, UK c The Meadows, Pennine Care NHS Trust, Stockport, UK article info abstract Article history: Primary progressive aphasia is clinically heterogeneous. We report a patient, alias Don, Received 5 August 2011 with a novel form of progressive aphasia, characterised by deep dyslexia and dysgraphia Reviewed 20 September 2011 and dissociated access to phonological and orthographic word forms. The hallmarks of Revised 20 January 2012 deep dyslexia and dysgraphia were present early in the course and persisted over time. Accepted 27 February 2012 Writing was initially poorer than reading, but this reversed over time. There was a lack of Action editor Roberto Cubelli concordance between reading and writing errors. Don benefited from a semantic media- Published online 7 March 2012 tion strategy to learn letter sounds, involving associating letters with a country name (e.g., A ¼ Afghanistan). Remarkably, he continued to be able to generate those phonologically Keywords: complex country names when no longer able to name or sound letters. Don’s performance Progressive non-fluent aphasia is compatible with a traditional dual-route account of deep dyslexia and dysgraphia. Deep dyslexia The findings have potential practical implications for speech and language therapy in Deep dysgraphia progressive aphasia.
    [Show full text]