Screening for motor dysgraphia in public schools

Martins, Marielza Regina Ismael; Bastos, José Alexandre; Cecato, Angela Traldi; Araujo, Maria de Lourdes Souza; Magro, Rafael Ribeiro; Alaminos, Vinicios

doi:10.1016/j.jpedp.2012.08.008

Cited by 3 publications

(4 citation statements)

References 12 publications

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“…A study 22 conducted on children with dyslexia and attention deficit and hyperactivity disorder demonstrated delayed in fine motor coordination in 100% of the sample, a fact that generated difficulties in tasks requiring dexterity such as spelling or tying one's shoes. Another study 14 observed signs of dysgraphia in pupils attending 6th grade of elementary school associated with various changes in learning.…”

Section: Discussionmentioning

confidence: 97%

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Principais alterações encontradas nas narrativas escritas de crianças com dificuldades em leitura/escrita

et al. 2016

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RESUMO Objetivo: analisar as produções escritas de crianças com dificuldades em leitura/escrita. Métodos: 171 crianças, matriculadas no 4º/5º do ensino fundamental constituíram dois grupos: G1 (n=50) - crianças sem dificuldades em leitura/escrita, G2 (n=121) - crianças com dificuldades nessas tarefas. Cada criança, após observar uma figura estímulo, deveria escrever um texto. Foi analisado a grafia, os erros ortográficos, as variáveis linguísticas e o conteúdo deste. Resultados: em G2 observou-se alterações em relação à grafia; maior percentual de ocorrência de erros ortográficos e de diversos tipos; mesma proporção no uso de substantivos, adjetivos e pronomes, porém dificuldade na conjugação verbal e no uso de advérbios temporais. Em relação ao conteúdo, apenas descreveram a cena e demonstraram vocabulário restrito e pouca criatividade. Conclusão: a produção escrita de crianças com dificuldade em leitura/escrita apresentou diversas falhas entre as quais: alterações na grafia, presença de erros ortográficos e limitação na construção de texto, restringindo-se a simples descrição do desenho estímulo, com pouca articulação de idéias e sem criação de personagens, local e tempo para a sua história. Este conjunto de falhas compromete a inteligibilidade do texto pelo leitor e demonstra que a elaboração escrita é uma tarefa complexa para essas crianças.

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Section: Discussionmentioning

confidence: 97%

“…For analysis we used the Protocol for the Analysis of Written Narratives (PAES in the Portuguese acronym), a protocol proposed in the present study and described below, based on articles and texts of the Brazilian and international literature 1,2,[14][15][16] . The protocol was divided into four parts (Appendix 1):…”

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confidence: 99%

Principais alterações encontradas nas narrativas escritas de crianças com dificuldades em leitura/escrita

et al. 2016

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“…The perceptual dysgraphia is described, as a difficulty of the student cannot make the relationship between the symbolic system and spellings that represent sounds, words and phrases. The motor dysgraphia is described as the students can speak and read, but find difficulties in fine motor skills to write letters, words and numbers; in other words, they are able to see the graphic picture, but they cannot make the moves to write (Martins et al, 2013).…”

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confidence: 99%

Relation between Visual Motor Integration and Handwriting in Students of Elementary School

Capellini¹,

Giaconi²,

Germano³

2017

PSYCH

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Aim: To characterize, compare the related visual motor integration and handwriting performance of Brazilian students of elementary schools. A total of 50 students from the 1st to 5th grade level of elementary school participated in this study. The students were divided into: Group I (GI): 10 students enrolled in the 1st grade; Group II (GII): 10 students enrolled in the 2nd grade; Group III (GIII): 10 students enrolled in the 3th grade; Group IV (GIV): 10 students enrolled in the 4th grade and Group V (GV): 10 students enrolled in the 5th grade. After the sign of consent form by parents, the students were submitted to the application of visual motor integration test and handwriting assessment. Results: The results showed that there was performance alteration of the GI, GII, GIII, GIV and GV students in visual motor integration, visual perception and motor coordination; showed the presence of dysgraphia in all groups; and found that the students of GI and GV were the students with the greatest impairment in visual motor integration and in the quality of handwriting. Conclusion: These findings prove a direct relation between the visual motor integration and handwriting performance of the students of this study.

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“…Dysgraphia interferes with students' ability to learn, complete coursework, communicate, record ideas, demonstrate knowledge, and keep up with peers and teacher instruction. This interference can also create or exacerbate deficits in emotional, academic, and social development and affect factors related to educational motivation, achievement, and persistence such as a self-efficacy, self-esteem, anxiety, and depression in students (Berniger & Wolf, 2009;Martins, et al, 2013). What needs to be very clear is that dysgraphia is a psychomotor disorder involving neurocognitive function and does not affect cognitive functioning, nor is it recognized as a cognitive impairment.…”

Section: Drawing the Line: The Challenges Of Dysgraphia In Introductomentioning

confidence: 99%

<p>Drawing the Line: The Challenges of Dysgraphia in Introductory Graphics Communication Courses</p>

Kelly

2019

JOTS

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Screening for motor dysgraphia in public schools

Cited by 3 publications

References 12 publications

Principais alterações encontradas nas narrativas escritas de crianças com dificuldades em leitura/escrita

Principais alterações encontradas nas narrativas escritas de crianças com dificuldades em leitura/escrita

Relation between Visual Motor Integration and Handwriting in Students of Elementary School

<p>Drawing the Line: The Challenges of Dysgraphia in Introductory Graphics Communication Courses</p>

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