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| Autor/inn/en | Prunty, Mellissa; Barnett, Anna L. |
|---|---|
| Titel | Accuracy and Consistency of Letter Formation in Children with Developmental Coordination Disorder |
| Quelle | In: Journal of Learning Disabilities, 53 (2020) 2, S.120-130 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Prunty, Mellissa) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-2194 |
| DOI | 10.1177/0022219419892851 |
| Schlagwörter | Developmental Disabilities; Learning Disabilities; Handwriting; Children; Adolescents; Error Patterns; Psychomotor Skills; Physical Disabilities; Foreign Countries; Elementary School Students; Secondary School Students; Writing Skills; Accuracy; United Kingdom (England); British Ability Scales; Strengths and Difficulties Questionnaire |
| Abstract | Handwriting difficulties are frequently mentioned in descriptions of developmental coordination disorder (DCD). Recent studies have shown that children with DCD pause more and produce less text than typically developing (TD) peers. This temporal dysfluency indicates a lack of automaticity in handwriting production. One possible contributing factor is the accuracy and consistency of letter formation. The aim of this study was to gain a better understanding of handwriting dysfluency by examining the accuracy and consistency of letter production both within and across different writing tasks. A total of 28 children aged 8 to 15 years with DCD participated in the study with 28 TD age- and gender-matched control participants. They completed the alphabet writing and copy fast tasks from "The Detailed Assessment of Speed of Handwriting" on a digitizing writing tablet. The accuracy and consistency of letter production were examined. The DCD group had a higher percentage of errors within their letterforms than did the TD peers. Letter production was also less consistent between tasks. Children with DCD appear to have difficulties with the "allograph" (motor program) aspect of handwriting and may require explicit teaching of letter formation. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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