Types of handwriting and signs of dysgraphia in children and adolescents with learning difficultie

Abstract

Purpose: to characterize handwriting aspects of children and adolescents with complaints of learning difficulties, based on the type of handwriting they used. Methods: thirty-two children and adolescents participated in the study. They were first to eighth graders of both sexes, aged 7 to 15 years, with complaints of learning difficulties. The participants were divided according to the type of letter they used: SG1 (block letters), SG2 (cursive letters), and SG3 (mixed letters). A themed composition was analyzed with an adapted Dysgraphia Scale. Afterwards, the score obtained in the items of the Dysgraphia Scale was statistically analyzed, comparing the results between the three groups, between SG1 and SG2, SG1 and SG3, and SG2 and SG3. Appropriate statistical tests were applied, considering as significant the p-value < 0.05. Results: no difference was found regarding the groups’ age and schooling level. As for the items in the Scale, there was a difference between the three groups regarding irregular spacing in between words, collisions and adhesions, and total score. Signs of dysgraphia were observed in the three groups, according to the Scale’s criteria. Conclusion: changes in handwriting are common in children with learning difficulties, especially when they write using cursive and mixed letters.

Development of potential dysgraphia handwriting dataset

“…Databases such as MNIST solely offer access to Latin characters, but do not encompass specialized dysgraphia handwriting. There is no dysgraphia handwriting in JPG format, and the sole dataset available is in CSV format [ 1 ]. There was no dataset that could be accessible in image form that was written in Malay sentences.…”

Machine learning and deep learning performance in classifying dyslexic children’s electroencephalogram during writing

“…Studies on dyslexia mainly focus on reading [7] with limited work concentrating on writing, even if it is one of the main indicators and part of the consequence of having dyslexia [8]. Writing can be seen as a complex process that requires coordination between cognitive related processes and motor skills [9]. In differentiating brain activity of normal and dyslexic children, it is paramount to seek tasks that could stimulate the required changes that differ between the groups, in which the writing process is seen as an option as it requires active attention from learners.…”