Acquired dysgraphia in adults following right or left-hemisphere stroke

Abstract

ObjectiveThis study aimed to assess the strengths and difficulties in word and pseudoword writing in adults with left- and right-hemisphere strokes, and discuss the profiles of acquired dysgraphia in these individuals.MethodsThe profiles of six adults with acquired dysgraphia in left- or right-hemisphere strokes were investigated by comparing their performance on word and pseudoword writing tasks against that of neurologically healthy adults. A case series analysis was performed on the patients whose impairments on the task were indicative of acquired dysgraphia.ResultsTwo patients were diagnosed with lexical dysgraphia (one with left hemisphere damage, and the other with right hemisphere damage), one with phonological dysgraphia, another patient with peripheral dysgraphia, one patient with mixed dysgraphia and the last with dysgraphia due to damage to the graphemic buffer. The latter patients all had left-hemisphere damage (LHD). The patterns of impairment observed in each patient were discussed based on the dual-route model of writing.ConclusionThe fact that most patients had LHD rather than right-hemisphere damage (RHD) highlights the importance of the former structure for word processing. However, the fact that lexical dysgraphia was also diagnosed in a patient with RHD suggests that these individuals may develop writing impairments due to damage to the lexical route, leading to heavier reliance on phonological processing. Our results are of significant importance to the planning of writing interventions in neuropsychology.

Speech and Language Therapy for Acquired Central Dysgraphia in Neurological Patients: A Systematic Review to Describe and Identify Trainings for Clinical Practice

“…phonological dysgraphia, with difficulty in writing nonwords and unfamiliar words. Extensive lesions to the supramarginal gyrus and the insula usually cause deep dysgraphia (Rodrigues et al, 2014), leading to difficulties in writing nonwords and unfamiliar and abstract words, and to the appearance of semantic paragraphias (Jefferies et al, 2007). In the case of graphemic buffer disorders, usually with damage in the left parietal cortex (Sakurai et al, 2007), the deficit involves working memory during writing; hence, a length effect can be seen (Miceli & Capasso, 2006).…”

Memoria de trabajo en escolares con dislexia

“…En este grupo de entidades clínicas se encuentra el trastorno especifico del aprendizaje, caracterizado por el entorpecimiento en la adquisición de habilidades académicas en lectura, escritura o cálculo (Pham, 2015). Se ha denominado como discalculia (problemas para el aprendizaje de competencias matemáticas), disgrafia (alteración en la expresión de la escritura) y DLX (dificultades para aprender a leer) (Rodrigues et al, 2014;Batista y Pestun, 2019). Existe una mayor prevalencia de la DLX en población escolar, se reporta un porcentaje que oscila entre 5% y el 15% (De-La-Peña y Bernabéu, 2018;Carballal-Mariño et al, 2018).…”