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A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
Published on: February 7, 2025
Screening for motor dysgraphia in public schools.
Marielza Regina Ismael Martins1, José Alexandre Bastos, Angela Traldi Cecato
1Department of Neurological Sciences, Faculdade de Medicina de São José do Rio Preto (FAMERP), São José do Rio Preto, SP, Brazil. marielzamartins@famerp.br
Jornal De Pediatria
|April 3, 2013
Summary
Early screening for dysgraphia in sixth graders is crucial, as 22% showed indications of this writing disorder. Identifying warning signs like fluctuating lines can aid timely interventions for better academic outcomes.
Area of Science:
- Developmental Psychology
- Educational Neuroscience
- Pediatric Neurology
Background:
- Dysgraphia, a specific learning disability affecting writing, often goes undiagnosed in elementary school.
- Early identification of dysgraphia is essential for effective intervention and academic support.
Purpose of the Study:
- To screen for warning signs of dysgraphia in sixth-grade schoolchildren.
- To determine the prevalence of dysgraphia indicators in this age group.
Main Methods:
- A descriptive, exploratory, cross-sectional cohort study.
- Assessed 630 schoolchildren using the adapted Analytical Dysgraphia Inventory.
- Focused on writing difficulties identified through graphic tracing.
Main Results:
- 22% of schoolchildren (n=138) presented all indications of dysgraphia.
- The most common indicator was ascending/descending/fluctuating lines (53.6%).
- Males showed a significant difference (p<0.05) in most indicators; dyslexia was the most prevalent co-occurring sign (22%).
Conclusions:
- A significant number of schoolchildren exhibit warning signs of dysgraphia.
- Screening for dysgraphia is recommended to facilitate early intervention.
- Addressing dysgraphia early can mitigate its impact on learning and development.
