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Childhood dysgraphia. Part 2. A study of hand function
1Community Child Health and Paediatric Neurology, Lothian Health Board, Edinburgh.
Child: Care, Health and Development
|May 1, 1989
Summary
Children experiencing academic difficulties often have specific dysgraphia, a writing disorder. This study highlights motor performance and family history as key indicators for identifying dysgraphia in pediatric neurology patients.
Area of Science:
- Neuroscience
- Developmental Pediatrics
- Educational Psychology
Background:
- Many children struggle with academic progress, prompting evaluation by pediatric neurology services.
- Specific dysgraphia, a disorder affecting writing skills, is a significant factor in academic underachievement.
- Understanding the characteristics of dysgraphia is crucial for early identification and intervention.
Purpose of the Study:
- To investigate the prevalence and characteristics of specific dysgraphia in children referred to a pediatric neurology service.
- To identify distinguishing features among different types of dysgraphia (developmental spelling, acquired spelling, motor).
- To explore the relationship between hand function, handedness, speech development, and dysgraphia.
Main Methods:
- A cohort of 66 children presenting with academic difficulties was studied over two years.
- Data collection involved structured parental interviews and comprehensive neurodevelopmental examinations, including detailed hand function assessments.
- Statistical analysis was used to compare characteristics across different dysgraphia subgroups.
Main Results:
- Specific dysgraphia was identified in 39% of the children, with a notable male predominance.
- Developmental spelling dysgraphia was often associated with a family history of written language difficulties, unlike acquired or motor dysgraphia.
- Slow speech development was common in both developmental and acquired spelling dysgraphia. Mixed-handedness was more frequent in acquired dysgraphia.
- While grip strength was not a distinguishing factor, impaired motor performance (finger movements, hand pats) was observed in children with spelling or motor dysgraphia.
Conclusions:
- Specific dysgraphia is a prevalent issue among children with unexplained academic underachievement.
- Distinct clinical features differentiate subtypes of dysgraphia, aiding in targeted diagnosis.
- Simple motor performance tests can effectively identify hand skill deficits relevant to dysgraphia in children.