Prunty Mellissa, Barnett Anna L
a Department of Clinical Sciences , Brunel University London , Uxbridge , UK.
b Oxford Brookes University , Oxford , UK.
Cogn Neuropsychol. 2017 May-Jun;34(3-4):205-218. doi: 10.1080/02643294.2017.1376630. Epub 2017 Sep 26.
The nature of handwriting difficulties have been explored in children with specific developmental disorders. The aim of this study was to investigate the nature of handwriting difficulties in children with dysgraphia, a less studied group who have significant handwriting difficulties in the absence of motor control or cognitive difficulties. The performance of a dysgraphia group aged 8-14 years was compared to a group with Developmental Coordination Disorder and to typically developing (TD) controls. Participants completed two handwriting tasks on a digitizing writing tablet. The amount and accuracy of the handwriting product was measured, plus various temporal and spatial features of the writing process. There were no significant differences in performance between the two groups with handwriting difficulties but both performed more poorly than the TD group. Individual differences in the type and severity of handwriting impairments suggest the need for a range of classroom assessments to tailor intervention appropriately.
针对患有特定发育障碍的儿童，人们已经对书写困难的本质进行了探索。本研究的目的是调查患有书写障碍的儿童的书写困难本质，这是一个较少被研究的群体，他们在没有运动控制或认知困难的情况下存在显著的书写困难。将一组8至14岁的书写障碍儿童的表现与一组患有发育性协调障碍的儿童以及发育正常（TD）的对照组进行比较。参与者在数字化书写板上完成两项书写任务。测量了书写成果的数量和准确性，以及书写过程的各种时间和空间特征。两组有书写困难的儿童在表现上没有显著差异，但两者的表现都比TD组差。书写障碍类型和严重程度的个体差异表明，需要进行一系列课堂评估，以便适当地调整干预措施。
