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Related Experiment Videos

Childhood dysgraphia. Part 2. A study of hand function.

A E O'Hare1, J K Brown

  • 1Community Child Health and Paediatric Neurology, Lothian Health Board, Edinburgh.

Child: Care, Health and Development
|May 1, 1989
PubMed
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.

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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:

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  • 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.