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Related Experiment Video

Updated: Feb 1, 2026

Online Repetitive Transcranial Magnetic Stimulation of Dorsomedial and Dorsolateral Prefrontal Cortex in Cognition Decision Making, and Cognitive Dissonance

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Cognitive Profiles of Developmental Dysgraphia.

Diana Döhla¹, Klaus Willmes², Stefan Heim^1,3

¹Department of Psychiatry, Psychotherapy and Psychosomatics, Medical Faculty, RWTH Aachen University, Aachen, Germany.

Frontiers in Psychology

|December 8, 2018

Summary

This summary is machine-generated.

Developmental dysgraphia, a writing disorder, can stem from auditory or visual magnocellular deficits, not just phonological issues. Identifying these specific cognitive profiles aids tailored interventions for better outcomes.

Keywords:

auditory processing comorbidities developmental dysgraphia phonological processing profiles spelling visual attention visual magnocellular functions

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Area of Science:

Neuroscience
Developmental Psychology
Educational Psychology

Background:

Developmental dysgraphia impacts writing and spelling skills, sharing similarities with developmental dyslexia.
While dyslexia profiles are established (phonological, attentional, visual, auditory), dysgraphia's varied causes are less understood.
Research suggests a strong overlap between the cognitive underpinnings of dyslexia and dysgraphia.

Purpose of the Study:

To investigate cognitive deficits predicting developmental dysgraphia, similar to dyslexia research.
To identify distinct profiles of developmental dysgraphia based on underlying cognitive disorders.
To explore the utility of phonological, auditory, visual attention, and visual magnocellular functions in understanding dysgraphia.

Main Methods:

Assessed spelling abilities in 3rd and 4th graders using tests for phonological processing, auditory discrimination, visual attention, and visual magnocellular functions.
Compared a group of 45 children with developmental dysgraphia to a control group.
Employed a two-step cluster analysis to identify distinct subgroups within the dysgraphic population.

Main Results:

Phonological processing, auditory skills, and visual magnocellular functions were found to significantly impact spelling ability.
Cluster analysis revealed two primary profiles of developmental dysgraphia: one linked to auditory deficits and another to visual magnocellular deficits.
Visual attention deficits were associated with spelling disabilities but did not differentiate the identified clusters.

Conclusions:

Developmental dysgraphia is not solely a phonological processing issue; auditory and visual magnocellular deficits are also key contributing factors.
Recognizing specific cognitive profiles in developmental dysgraphia allows for a more nuanced diagnosis.
Tailoring intervention programs to these identified cognitive profiles may enhance treatment effectiveness for children with developmental dysgraphia.