Döhla Diana, Heim Stefan
Department of Psychiatry, Psychotherapy and Psychosomatics, Medical Faculty, RWTH Aachen Aachen, Germany.
Department of Psychiatry, Psychotherapy and Psychosomatics, Medical Faculty, RWTH AachenAachen, Germany; Institute of Neuroscience and Medicine, Research Centre Jülich Jülich, Germany.
Front Psychol. 2016 Jan 26;6:2045. doi: 10.3389/fpsyg.2015.02045. eCollection 2015.
Up to 17% of German school children suffer from reading and writing disabilities. Unlike developmental dyslexia, only few studies have addressed dysgraphia. Presenting a comprehensive overview of the current state of the art in developmental dyslexia and dysgraphia, this paper aims to determine how far existing knowledge about the causes of developmental dyslexia also apply to developmental dysgraphia. To promote understanding of developmental dysgraphia, the paper discusses relevant aspects such as predictors, causes and comorbidities, models of acquisition as well as existing deficit models. A comparison of definitions in the DSM-V and ICD-10 complemented by an overview of the most recent German guideline ought to give the reader deeper insight into this topic. The current issue of growing up bilingually and the connection between reading and writing deficits are also discussed. In conclusion, this paper presents a critical survey of theoretical and practical implications for the diagnostics and treatment of developmental dysgraphia.
高达17%的德国学童患有读写障碍。与发育性阅读障碍不同，针对书写障碍的研究较少。本文全面概述了发育性阅读障碍和书写障碍的当前研究现状，旨在确定关于发育性阅读障碍病因的现有知识在多大程度上也适用于发育性书写障碍。为增进对发育性书写障碍的理解，本文讨论了相关方面，如预测因素、病因和共病情况、习得模型以及现有的缺陷模型。对《精神疾病诊断与统计手册》第五版（DSM-V）和《国际疾病分类》第十版（ICD-10）中的定义进行比较，并辅以最新德国指南的概述，应能让读者更深入地了解这一主题。本文还讨论了当前双语成长的问题以及读写缺陷之间的联系。总之，本文对发育性书写障碍的诊断和治疗的理论及实践意义进行了批判性审视。
