A Scoping Review to Map Research on Children with Dysgraphia, Their Carers, and Educators

Autor/inn/en	Kalenjuk, Elvira; Laletas, Stella; Subban, Pearl; Wilson, Sue
Titel	A Scoping Review to Map Research on Children with Dysgraphia, Their Carers, and Educators
Quelle	In: Australian Journal of Learning Difficulties, 27 (2022) 1, S.19-63 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kalenjuk, Elvira) ORCID (Laletas, Stella) ORCID (Subban, Pearl) ORCID (Wilson, Sue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2021.1999997
Schlagwörter	Writing Difficulties; Learning Disabilities; Neurological Impairments; Children; Writing (Composition); Handwriting; Spelling; Child Development; Writing Instruction; Assistive Technology + Suchen Sie Ihr Suchwort? Schreibstörung; Learning handicap; Lernbehinderung; Neurodegenerative Erkrankung; Child; Kind; Kinder; Schreibübung; Handschrift; Schreibweise; Kindesentwicklung; Schreibunterricht
Abstract	The aim of this scoping review was to systematically map and summarise recent peer-reviewed research on children with dysgraphia between 2015 and May 2021. The research included the perspectives of children, carers, and educators. Dysgraphia is a largely unrecognised specific learning disorder (SLD) in writing that manifests as a disability in handwriting, spelling, and/or composition skills during child development. Data from 77 studies from across five databases were charted to address four key questions and to direct future research. The findings included: (1) limited representations of participants using mostly quantitative methods; (2) children aged 9-14 as suitable for research recruitment; (3) thematic prevalence such as handwriting, spelling, and technology; and (4) low rates of international research output. Thus, future research may focus on compositional difficulties or research participants (children with dysgraphia, carers, and educators) sharing their lived experiences of dysgraphia. This may lead to improved awareness, professional development, and enhanced teacher resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01