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The Use of Motor Skills to Improve Dysgraphia in
Elementary StudentsBy: Angela Horne
EDN 501
What is dysgraphia? “Dysgraphia is a learning disability that affects
writing abilities. It can manifest itself as difficulties with spelling, poor handwriting and trouble putting thoughts on paper. Because writing requires a complex set of motor and information processing skills, saying a student has dysgraphia is not sufficient. A student with disorders in written expression will benefit from specific accommodations in the learning environment, as well as additional practice learning the skills required to be an accomplished writer.”ldonline.org/article/12770
Study 1: Graphomotor skills in children with developmental coordination disorder (DCD): Handwriting and learning a new letter.
Purpose of Investigation: analyze the specific handwriting difficulties children with developmental
coordination disorder (DCD), and test the hypothesis that a deficit in procedural learning could offer an explanation.
compare handwriting performance of children with DCD to a non-DCD group, relying on motor skills in handwriting and learning a new letter using a graphic tablet.
The study also narrowed in on how a student with and without DCD process how to write a letter, a word and a whole sentence.
Huau, A., Velay, J., & Jover, M. (2015). Graphomotor skills in children with developmental coordination disorder (DCD): Handwriting and learning a new letter. Human Movement Science, 42, 318-332. Doi:10.1016.j.humov.2015.03.008
Study 1: Graphomotor skills in children with developmental coordination disorder (DCD): Handwriting and learning a new letter. Procedure:
Students were asked to reproduce a made up “sign” on a graphic tablet.
Student was asked to copy the sign six times with model
The model was then removed, and students were expected to copy the sign again
Students were asked to do this in “normal” and “fast” speed
Study continued with words, and eventually sentences.Huau, A., Velay, J., & Jover, M. (2015). Graphomotor skills in children with developmental
coordination disorder (DCD): Handwriting and learning a new letter. Human Movement Science, 42, 318-332. Doi:10.1016.j.humov.2015.03.008
Huau, A., Velay, J., & Jover, M. (2015). Graphomotor skills in children with developmental coordination disorder (DCD): Handwriting and learning a new letter. Human Movement Science, 42, 318-332. Doi:10.1016.j.humov.2015.03.008
Study 1 Results
Huau, A., Velay, J., & Jover, M. (2015). Graphomotor skills in children with developmental coordination disorder (DCD): Handwriting and learning a new letter. Human Movement Science, 42, 318-332. Doi:10.1016.j.humov.2015.03.008
Study 1: Results
Huau, A., Velay, J., & Jover, M. (2015). Graphomotor skills in children with developmental coordination disorder (DCD): Handwriting and learning a new letter. Human Movement Science, 42, 318-332. Doi:10.1016.j.humov.2015.03.008
Study 1: Results Debriefed Ultimately, children with DCD produced poorer quality new letters than non-
DCD children. Also, students with DCD also demonstrated that they made more “stops” in
their writing when the model was removed than non-DCD children. Children with DCD had difficulty performing this lengthy handwriting task.
Half of them exhibited dysgraphia, and none scored above the mean for handwriting quality. The generally lower level in the children with DCD is consistent with previous studies reporting impaired handwriting in DCD in a number of different tests.” (Huau, Velay, Jover, 328)
In regards to the procedural learning deficit hypothesis, it was expected that children with DCD and non-DCD children would demonstrate a clear-cut difference when learning a new letter. These results were not as clear as expected.
Non-DCD children did produce better quality “new letters”, but the effect of sequence did not significantly increase quality during the learning process. Both groups of children performed similarly.
Huau, A., Velay, J., & Jover, M. (2015). Graphomotor skills in children with developmental coordination disorder (DCD): Handwriting and learning a new letter. Human Movement Science, 42, 318-332. Doi:10.1016.j.humov.2015.03.008
Study 2: Handwriting Performance, Self-Reports, and Perceived Self-Efficacy Among Children With Dysgraphia
Purpose: To examine the relationships between children’s self-reports of their handwriting performance, their actual production of handwriting, examined the relationships between children’s self-reports on their handwriting, and their perceived self-efficacy, and relate it to the possibility of improving their hand writing skills.
Engel-Yeger, B., Nagauker-Yanuv, L., & Rosenblum, S. (2009). Handwriting Performance, Self-Reports, and Perceived Self-Efficacy Among Children With Dysgraphia. American Journal of Occupational Therapy, 63(2), 182-192. Doi: 10.5014/ajot.63.2.182
Study 2: Methods: Students began by completing the Children’s
Questionnaire for Handwriting Proficiency (CHaP)
The Perceived Efficacy and Goal Setting System (PEGS)
and then completing a copying task from the Hebrew Handwriting Evaluation (HHE) through use of the Computerized Penmanship Evaluation Tool (ComPET).
Engel-Yeger, B., Nagauker-Yanuv, L., & Rosenblum, S. (2009). Handwriting Performance, Self-Reports, and Perceived Self-Efficacy Among Children With Dysgraphia. American Journal of Occupational Therapy, 63(2), 182-192. Doi: 10.5014/ajot.63.2.182
Study 2: Results: “When examining the relationship between
the CHaP and handwriting process and product measures, it was found that children with dysgraphia who exhibited lower self-efficacy regarding handwriting abilities indeed had impaired handwriting processes and products, as manifested in impaired fluency and spatial arrangement and slower handwriting velocity.” (189)
Engel-Yeger, B., Nagauker-Yanuv, L., & Rosenblum, S. (2009). Handwriting Performance, Self-Reports, and Perceived Self-Efficacy Among Children With Dysgraphia. American Journal of Occupational Therapy, 63(2), 182-192. Doi: 10.5014/ajot.63.2.182
Study 3: The Effect of Computer-Assisted Therapeutic Practice for Children with Handwriting Deficit: A Comparison with the Effect of the Traditional Sensorimotor Approach.
Purpose: to compare the effects of computerized-assisted practice with the sensorimotor approach to remediate students with dysgraphia.
Chang, S., & Yu, N. (2014). The effect of computer-assisted therapeutic practice for children with handwriting deficit: A comparison with the effect of the traditional sensorimotor approach. Research in Developmental Disabilities, 35(7), 1648-1657. doi:10.1016/j.ridd.2014.03.024
Study 3:
Computerized Assistance
Chang, S., & Yu, N. (2014). The effect of computer-assisted therapeutic practice for children with handwriting deficit: A comparison with the effect of the traditional sensorimotor approach. Research in Developmental Disabilities, 35(7), 1648-1657. doi:10.1016/j.ridd.2014.03.024
Study 3 Results
Chang, S., & Yu, N. (2014). The effect of computer-assisted therapeutic practice for children with handwriting deficit: A comparison with the effect of the traditional sensorimotor approach. Research in Developmental Disabilities, 35(7), 1648-1657. doi:10.1016/j.ridd.2014.03.024
Study 3 Results:
Chang, S., & Yu, N. (2014). The effect of computer-assisted therapeutic practice for children with handwriting deficit: A comparison with the effect of the traditional sensorimotor approach. Research in Developmental Disabilities, 35(7), 1648-1657. doi:10.1016/j.ridd.2014.03.024
Study 4: Changes in Kinetics and Kinematics of Handwriting During a ProlongedWriting Task in Children with and without Dysgraphia
Purpose: to examine the changes in the biomechanics of handwriting over a prolonged writing task.
Kushki, A., Schwellnus, H., Ilyas, F., & Chau, T. (2011). Changes in kinetics and kinematics of handwriting during a prolonged writing task in children with and without dysgraphia. Research in Developmental Disabilities, 32(3), 1058-1064. doi:10.1016/j.ridd.2011.01.026
Study 4: MethodsBefore the assessment began, students
were given time to practice writing on the digitizing tablet for one minute.
Afterwards, students copied a fourth grade text onto the digitizing tablet for 10 minutes. This duration was purposeful, as it had previously shown to be an amount of time which induced fatigue in children of similar age.
Kushki, A., Schwellnus, H., Ilyas, F., & Chau, T. (2011). Changes in kinetics and kinematics of handwriting during a prolonged writing task in children with and without dysgraphia. Research in Developmental Disabilities, 32(3), 1058-1064. doi:10.1016/j.ridd.2011.01.026
Study 4: Setup
Kushki, A., Schwellnus, H., Ilyas, F., & Chau, T. (2011). Changes in kinetics and kinematics of handwriting during a prolonged writing task in children with and without dysgraphia. Research in Developmental Disabilities, 32(3), 1058-1064. doi:10.1016/j.ridd.2011.01.026
Study 4: Results
Kushki, A., Schwellnus, H., Ilyas, F., & Chau, T. (2011). Changes in kinetics and kinematics of handwriting during a prolonged writing task in children with and without dysgraphia. Research in Developmental Disabilities, 32(3), 1058-1064. doi:10.1016/j.ridd.2011.01.026
Study 4: Results
Kushki, A., Schwellnus, H., Ilyas, F., & Chau, T. (2011). Changes in kinetics and kinematics of handwriting during a prolonged writing task in children with and without dysgraphia. Research in Developmental Disabilities, 32(3), 1058-1064. doi:10.1016/j.ridd.2011.01.026
Study 5: The Effect of a Computerized Visual Perception and Visual-Motor Integration Training Program on Improving Chinese Handwriting of Children with Handwriting Difficulties
Purpose: To examine the effect of a computerized visual perception and visual motor integration program to increase Chinese handwriting performance among children with learning disabilities, especially those with handwriting deficiencies.
Poon, K., Li-Tsang, C., Weiss, T., & Rosenblum, S. (2010). The effect of a computerized visual perception and visual-motor integration training program on improving Chinese handwriting of children with handwriting difficulties. Research in Developmental Disabilities, 31(6), 1552-1560. doi:10.1016/j.ridd.2010.06.001
Study 5: Procedures The computerized training program used an interactive
computer. The software contains 8 different games: Supermarket, School, Family, Sport, Restaurant, Picnic, Occupation and Playground.
Each game trains the child visual perception skills, visual-motor integration skills and the grip modulation skill. This study specifically focused on the intended training of visual-motor integration ability of the participants, including hand-eye coordination and fine motor control.
Students were to complete 8, 45 minute computerized game sessions. They were to practice once a week with parent supervision. Poon, K., Li-Tsang, C., Weiss, T., & Rosenblum, S. (2010). The effect of a computerized visual
perception and visual-motor integration training program on improving Chinese handwriting of children with handwriting difficulties. Research in Developmental Disabilities, 31(6), 1552-1560. doi:10.1016/j.ridd.2010.06.001
Study 5:
Poon, K., Li-Tsang, C., Weiss, T., & Rosenblum, S. (2010). The effect of a computerized visual perception and visual-motor integration training program on improving Chinese handwriting of children with handwriting difficulties. Research in Developmental Disabilities, 31(6), 1552-1560. doi:10.1016/j.ridd.2010.06.001
Study 5: Results
Poon, K., Li-Tsang, C., Weiss, T., & Rosenblum, S. (2010). The effect of a computerized visual perception and visual-motor integration training program on improving Chinese handwriting of children with handwriting difficulties. Research in Developmental Disabilities, 31(6), 1552-1560. doi:10.1016/j.ridd.2010.06.001
REFERENCES Chang, S., & Yu, N. (2014). The effect of computer-assisted therapeutic practice for
children with handwriting deficit: A comparison with the effect of the traditional sensorimotor approach. Research in Developmental Disabilities, 35(7), 1648-1657. doi:10.1016/j.ridd.2014.03.024
Engel-Yeger, B., Nagauker-Yanuv, L., & Rosenblum, S. (2009). Handwriting Performance,
Self-Reports, and Perceived Self-Efficacy Among Children With Dysgraphia. American Journal of Occupational Therapy, 63(2), 182-192. Doi: 10.5014/ajot.63.2.182
Huau, A., Velay, J., & Jover, M. (2015). Graphomotor skills in children with developmental
coordination disorder (DCD): Handwriting and learning a new letter. Human Movement Science, 42, 318-332. Doi:10.1016.j.humov.2015.03.008
Kushki, A., Schwellnus, H., Ilyas, F., & Chau, T. (2011). Changes in kinetics and kinematics
of handwriting during a prolonged writing task in children with and without dysgraphia. Research in Developmental Disabilities, 32(3), 1058-1064. doi:10.1016/j.ridd.2011.01.026
Poon, K., Li-Tsang, C., Weiss, T., & Rosenblum, S. (2010). The effect of a computerized
visual perception and visual-motor integration training program on improving Chinese handwriting of children with handwriting difficulties. Research in Developmental Disabilities, 31(6), 1552-1560. doi:10.1016/j.ridd.2010.06.001
Resource ListWebsites: http://www.ldonline.org/article/5890/ https://ldaamerica.org/types-of-learning-disabilities/dysgraphia/ http://www.resourceroom.net/readspell/dysgraphia.html
Journals: Kouhbanani, S. S., Khosrorad, R., & Sani, A. R. (2014). The comparison of
motor-coordinated skill in students with dysgraphia disorder and normal ones. Journal of Current Research in Science, 2(6), 977.
Deuel, R. K. (1995). Developmental dysgraphia and motor skills disorders. Journal of Child Neurology, 10 Suppl 1(1 suppl), S6-S8. doi:10.1177/08830738950100S103
Tatiana, B. N. (2015). Physical therapy - an alternative for rehabilitating motor dysgraphia in school age children. Gymnasium, 16(1), 311.
Rostami, A., Allahverdi, F., & Mousavi, F. (2014). Dysgraphia: The causes and solutions. International Journal of Academic Research in Business and Social Sciences, 4(2), 7.
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