Reading and writing performances of children 7–8 years of age with developmental coordination disorder in Taiwan

Cheng, Hsiang Chun; Chen, Jenn Yeu; Tsai, Chia Liang; Shen, Miau Lin; Cherng, Rong-Ju

doi:10.1016/j.ridd.2011.06.017

Cited by 32 publications

(24 citation statements)

References 26 publications

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“…Finally, in native Chinese children, DCD was also associated with writing difficulties in the Chinese language (where no grapheme‐to‐phoneme mapping exists) …”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Cognitive and neuroimaging findings in developmental coordination disorder: new insights from a systematic review of recent research

Wilson

Smits-Engelsman

Caeyenberghs

et al. 2017

Develop Med Child Neuro

185

150

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Taken together, results support the hypothesis that children with DCD show differences in brain structure and function compared with typically developing children. Behaviourally, these differences may affect anticipatory planning and reduce automatization of movement skill, prompting greater reliance on slower feedback-based control and compensatory strategies. Implications for future research, theory development, and clinical practice are discussed.

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“…Finally, in native Chinese children, DCD was also associated with writing difficulties in the Chinese language (where no grapheme‐to‐phoneme mapping exists) …”

Section: Resultsmentioning

confidence: 99%

“…56 Finally, in native Chinese children, DCD was also associated with writing difficulties in the Chinese language (where no grapheme-to-phoneme mapping exists). 57 Gait. Six articles examined gait patterns in DCD, five of these in children and one in adults (Table SV).…”

Section: Test Categories Cognitive Neuroscience Approachmentioning

confidence: 99%

Cognitive and neuroimaging findings in developmental coordination disorder: new insights from a systematic review of recent research

Wilson

Smits-Engelsman

Caeyenberghs

et al. 2017

Develop Med Child Neuro

185

150

View full text Add to dashboard Cite

show abstract

“…Handwriting difficulties can be of various origins. Among other possible causes, poor handwriting is a core deficit observed in Developmental Coordination Disorder (DCD) (Miller et al, 2001; Dewey et al, 2002; Smits-Engelsman et al, 2003; Bo et al, 2008; Rosenblum and Livneh-Zirinski, 2008; Cheng et al, 2011). Children with DCD display an atypical motor coordination development (Willoughby and Polatajko, 1995; Dewey and Wilson, 2001; Barnhart et al, 2003; Visser, 2003; Polatajko and Cantin, 2005; Huron, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…The written productions of children with DCD are of poor quality and usually display erroneous spatial organization (in particular a higher incidence of mirror letters). From a kinematic point of view, these children present a general writing slowness, a slow speed at initiation, an excessive number of unnecessary pen movements, an irregular pressure of the pen on the paper, and a greater variability in time taken and in the form of the letters (Rosenblum et al, 2003; Rosenblum and Livneh-Zirinski, 2008; Chang and Yu, 2010; Jolly et al, 2010; Cheng et al, 2011). It has been recently demonstrated that the general handwriting slowness observed in children with DCD is due to a higher percentage of time spent in pausing, rather than to slow movement execution (Prunty et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Analysis of cursive letters, syllables, and words handwriting in a French second-grade child with Developmental Coordination Disorder and comparison with typically developing children

Jolly

Gentaz

2014

Front. Psychol.

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Poor handwriting is a core deficit in Developmental Coordination Disorder (DCD). In a previous study, we compared the evolution of cursive letters handwriting in a girl with DCD throughout her second-grade year with that of typically developing (TD) children. We found that her handwriting evolved much less than that of TD children and remained similar to that of pre-schoolers at all stages, suggesting that her handwriting skills have reached a steady state level. We present here a continuation of this work, in which we focused on the velocity aspects of handwriting in another French child with DCD. Indeed, different velocity patterns have been observed in Chinese and English children with DCD. In the French cursive style of writing, consecutive letters are joined, a major difference with the English script style of writing. We thus analyzed the handwriting of a second-grade French girl with DCD, not only for isolated letters but also for syllables and words, in comparison to that of TD first-graders (6–7 years old; N = 85) and second-graders (7–8 years old; N = 88). Each written track was digitized, and nine kinematic parameters were measured to evaluate writing fluency. Results showed that the productions of the child with DCD were more similar to those of first-graders than to those of second-graders. In line with our previous study, the most discriminative parameters between the child with DCD and TD children were size and mean speed. Moreover, her handwriting was less fluent than that of TD children. In contrast to previous observations, we observed a higher writing velocity of the child with DCD when compared to TD children, whatever the complexity of the item, and no significant difference with TD children in the pausing time during writing. These differences may reflect linguistic specificities. For syllables and words, each letter was treated separately as a single unit, thus reflecting a problem in anticipation and automation.

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“…Základní motorické dovednosti jsou stavebními kameny pro komplexnější motorické dovednosti a pohybové vzorce, které v budoucnu umožňují participaci při různých formách fyzické aktivity (Laukkanen, Pesola, Havu, Sääkslahti & Finni, 2014;Berk, 2007). Hrubé motorické dovednosti také ovlivňují úspěšnost školních výkonů, avšak různí se napříč vyučovacími předměty (Cheng, Chen, Tsai, Shen & Cherng, 2011). Vysoká úroveň základních nebo také hrubých motorických dovedností je spojována s optimálnějším kognitivním vývojem (Best, 2010;Piek, Dawson, Smith et al 2008), sociálním vývojem a jazykovými dovednostmi (Leonard & Hill, 2014).…”

Section: Vztah Motorických Dovedností a úZkostiunclassified

Child's anxiety in context of motor skills

Rechtik¹

2019

e-Pedagogium

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Problematika specifi ckých vztahů mezi kognitivním a motorickým vývojem dětí je aktuálně řešeným problémem. Období mladšího školního charakteristické vysokou motorickou docilitou. Penzum motorických dovedností je pro dítě důležité, umožňuje účastnit se každodenních aktivit. Cílem příspěvku je analýza vztahu mezi anxiozitou a úrovní hrubé motoriky u dětí na prvním stupni základních škol. Výzkumný soubor byl tvořen 300 žáky (149 chlapců a 151 dívek). Úroveň motorických dovedností byla monitorována pomocí testu TGMD-2 a ke zjištění úrovně nepodléhání úzkostnosti byl použit standardizovaný dotazník Piers-Harris 2-Dotazník sebepojetí dětí a adolescentů.

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Reading and writing performances of children 7–8 years of age with developmental coordination disorder in Taiwan

Cited by 32 publications

References 26 publications

Cognitive and neuroimaging findings in developmental coordination disorder: new insights from a systematic review of recent research

Cognitive and neuroimaging findings in developmental coordination disorder: new insights from a systematic review of recent research

Analysis of cursive letters, syllables, and words handwriting in a French second-grade child with Developmental Coordination Disorder and comparison with typically developing children

Child's anxiety in context of motor skills

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