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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
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Language and Cognition01:27

Language and Cognition

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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
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Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

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A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
Diagnostic Criteria and...
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Conduct Disorder01:28

Conduct Disorder

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Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...
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Information Processing Approach01:30

Information Processing Approach

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Dysgraphia Differs Between Children With Developmental Coordination Disorder and/or Reading Disorder.

Caroline Jolly1, Marianne Jover2, Jérémy Danna3

  • 1Université Grenoble Alpes, Université Savoie Mont-Blanc, CNRS, LPNC, France.

Journal of Learning Disabilities
|January 29, 2024
PubMed
Summary

Dysgraphia, or handwriting deficits, presents differently in children with developmental coordination disorders (DCD) versus reading disorder (RD). Analyzing the writing process reveals distinct motor impairments and strategies for each condition.

Keywords:
DCDdysgraphiadyslexiafine-grained analysishandwriting deficitsreading disorder

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Area of Science:

  • Neurodevelopmental Disorders
  • Developmental Psychology
  • Educational Psychology

Background:

  • Handwriting deficits, known as dysgraphia, are common in neurodevelopmental disorders.
  • Understanding variations in dysgraphia based on associated conditions is crucial for targeted interventions.

Purpose of the Study:

  • To analyze and differentiate handwriting deficits in children with developmental coordination disorder (DCD), reading disorder (RD), or comorbid RD and DCD.
  • To investigate whether dysgraphia manifests differently based on the underlying neurodevelopmental disorder.

Main Methods:

  • A cohort of children aged 7-12 with singular RD, singular DCD, comorbid RD+DCD, and typically developing peers participated.
  • Handwriting was assessed using the Brave Handwriting Kinder (BHK) test on a graphic tablet, analyzing both product (trace quality) and process (movement).

Main Results:

  • Developmental coordination disorder (DCD) primarily impacted handwriting quality.
  • Reading disorder (RD) was associated with slower writing speed and, to a lesser extent, reduced quality.
  • Children with RD (solely or comorbid) exhibited increased pen-lifting and stopping during writing, indicating process-level inefficiencies.

Conclusions:

  • Dysgraphia subtypes exist, reflecting distinct motor impairments and/or strategies in children with DCD or RD.
  • A fine-grained analysis of the writing process, alongside assessments of motor and reading skills, is essential for understanding and addressing dysgraphia.