keyword
MENU ▼
Read by QxMD icon Read
search

dysgraphia

keyword
https://www.readbyqxmd.com/read/29749112/technology-enhanced-writing-therapy-for-people-with-aphasia-results-of-a-quasi-randomized-waitlist-controlled-study
#1
Jane Marshall, Anna Caute, Katie Chadd, Madeline Cruice, Katie Monnelly, Stephanie Wilson, Celia Woolf
BACKGROUND: Acquired writing impairment, or dysgraphia, is common in aphasia. It affects both handwriting and typing, and may recover less well than other aphasic symptoms. Dysgraphia is an increasing priority for intervention, particularly for those wishing to participate in online written communication. Effective dysgraphia treatment studies have been reported, but many did not target, or did not achieve, improvements in functional writing. Functional outcomes might be promoted by therapies that exploit digital technologies, such as voice recognition and word prediction software...
May 10, 2018: International Journal of Language & Communication Disorders
https://www.readbyqxmd.com/read/29748041/quantitative-assessment-of-drawing-tests-in-children-with-dyslexia-and-dysgraphia
#2
Manuela Galli, Veronica Cimolin, Giacomo Stella, Maria Francesca De Pandis, Andrea Ancillao, Claudia Condoluci
Drawing tests in children diagnosed with dyslexia and dysgraphia were quantitatively compared. Fourteen children with dysgraphia, 19 with dyslexia and 13 normally developing were asked to copy 3 figures: a circle, a square and a cross. An optoelectronic system allowed the acquisition of the drawing track in three-dimensions. The participants' head position and upper limb movements were measured as well. A set of parameters including movement duration, velocity, length of the trace, Range of Motion of the upper limb, was computed and compared among the 3 groups...
May 7, 2018: Human Movement Science
https://www.readbyqxmd.com/read/29689111/inter-relationships-between-objective-handwriting-features-and-executive-control-among-children-with-developmental-dysgraphia
#3
Sara Rosenblum
OBJECTIVE: To describe handwriting and executive control features and their inter-relationships among children with developmental dysgraphia, in comparison to controls. METHOD: Participants included 64 children, aged 10-12 years, 32 with dysgraphia based on the Handwriting Proficiency Screening Questionnaire (HPSQ) and 32 matched controls. Children copied a paragraph onto paper affixed to a digitizer that supplied handwriting process objective measures (Computerized Penmanship Evaluation Tool (ComPET)...
2018: PloS One
https://www.readbyqxmd.com/read/29651830/qualitative-and-quantitative-revaluation-of-specific-learning-disabilities-a-multicentric-study
#4
Francesca F Operto, Roberta Mazza, Maura Buttiglione, Francesco Craig, Alessandro Frolli, Simone Pisano, Lucia Margari, Giangennaro Coppola
BACKGROUND: Specific learning disabilities are disorders that affect the instrumental skills of academic learning, leaving intact the general intellectual functioning. It is possible to distinguish: dyslexia, dysorthography, dysgraphia, and dyscalculia. The diagnosis is made according to DSMV. The aim of this study is to evaluate the implementation of Law N° 170 following a diagnosis of specific learning disabilities in children and their evolution over time. METHODS: The sample under examination consists of 75 children, 56 males and 18 females aged 7,8 to 16 years, with a diagnosis of specific learning disabilities; a revaluation was carried outthrough the use of standardized instruments according to age and school attended...
April 12, 2018: Minerva Pediatrica
https://www.readbyqxmd.com/read/29610767/brain-s-functional-network-clustering-coefficient-changes-in-response-to-instruction-rti-in-students-with-and-without-reading-disabilities-multi-leveled-reading-brain-s-rti
#5
Todd L Richards, Virginia W Berninger, Kevin Yagle, Robert D Abbott, Dan Peterson
In students in grades 4 to 9 (22 males, 20 females), two reading disability groups-dyslexia ( n = 20) or oral and written language learning disability (OWL LD) ( n = 6)-were compared to each other and two kinds of control groups-typical readers ( n = 6) or dysgraphia ( n = 10) on word reading/spelling skills and fMRI imaging before and after completing 18 computerized reading lessons. Mixed ANOVAs showed significant time effects on repeated measures within participants and between groups effects on three behavioral markers of reading disabilities-word reading/spelling: All groups improved on the three behavioral measures, but those without disabilities remained higher than those with reading disabilities...
2018: Cogent Psychology
https://www.readbyqxmd.com/read/29606845/movement-issues-identified-in-movement-abc2-checklist-parent-ratings-for-students-with-persisting-dysgraphia-dyslexia-and-owl-ld-and-typical-literacy-learners
#6
Kathleen Nielsen, Sheila Henderson, Anna L Barnett, Robert D Abbott, Virginia Berninger
Movement, which draws on motor skills and executive functions for managing them, plays an important role in literacy learning (e.g., movement of mouth during oral reading and movement of hand and fingers during writing); but relatively little research has focused on movement skills in students with specific learning disabilities as the current study did. Parents completed normed Movement Assessment Battery for Children Checklist, 2nd edition (ABC-2), ratings and their children in grades 4 to 9 ( M = 11 years, 11 months; 94 boys, 61 girls) completed diagnostic assessment used to assign them to diagnostic groups: control typical language learning ( N = 42), dysgraphia (impaired handwriting) ( N = 29), dyslexia (impaired word decoding/reading and spelling) ( N = 65), or oral and written language learning disability (OWL LD) (impaired syntax in oral and written language) ( N = 19)...
2018: Learning Disabilities (Pittsburgh, Pa.)
https://www.readbyqxmd.com/read/29605507/developmental-dysgraphia-is-often-associated-with-minor-neurological-dysfunction-in-children-with-developmental-coordination-disorder-dcd
#7
Clémence Lopez, Cherhazad Hemimou, Bernard Golse, Laurence Vaivre-Douret
OBJECTIVES: Children with developmental coordination disorder (DCD) are particularly affected by handwriting disorders, which remain poorly understood and are not clearly defined. The aim of our study is to provide a better understanding of handwriting disorders, and specifically of dysgraphia in children with DCD. METHODS: Sixty-five children with DCD (5-15 years), enrolled according to DSM-5, were assessed with handwriting testing and standardized assessments of neuropsychological, neurovisual, MRI and neuropsychomotor functions, with special attention paid to muscular tone examination...
March 28, 2018: Neurophysiologie Clinique, Clinical Neurophysiology
https://www.readbyqxmd.com/read/29432505/the-use-of-eeg-biofeedback-neurofeedback-in-psychiatric-rehabilitation
#8
REVIEW
Renata Markiewcz
The aim of the systematic review was to evaluate the use of EEG Biofeedback/Neurofeedback in patients treated for mental disorders. The review covered publications analyzing influences and effects of therapy in patients receiving psychiatric treatment based on EEG Biofeedback/Neurofeedback. Selection of publications was made by searching PubMed and Scopus databases. 328 records concerning applications of the presented method were identified in total, including 84 records for patients diagnosed with mental disorders...
December 30, 2017: Psychiatria Polska
https://www.readbyqxmd.com/read/29157129/the-impact-of-developmental-dyslexia-and-dysgraphia-on-movement-production-during-word-writing
#9
Sonia Kandel, Delphine Lassus-Sangosse, Géraldine Grosjacques, Cyril Perret
This study investigated how deficits in orthographic processing affect movement production during word writing. Children with dyslexia and dysgraphia wrote words and pseudo-words on a digitizer. The words were orthographically regular and irregular of varying frequency. The group analysis revealed that writing irregular words and pseudo-words increased movement duration and dysfluency. This indicates that the spelling processes were active while the children were writing the words. The impact of these spelling processes was stronger for the children with dyslexia and dysgraphia...
May 2017: Cognitive Neuropsychology
https://www.readbyqxmd.com/read/29035079/action-and-perception-in-literacy-a-common-code-for-spelling-and-reading
#10
George Houghton
There is strong evidence that reading and spelling in alphabetical scripts depend on a shared representation (common-coding). However, computational models usually treat the two skills separately, producing a wide variety of proposals as to how the identity and position of letters is represented. This article treats reading and spelling in terms of the common-coding hypothesis for perception-action coupling. Empirical evidence for common representations in spelling-reading is reviewed. A novel version of the Start-End Competitive Queuing (SE-CQ) spelling model is introduced, and tested against the distribution of positional errors in Letter Position Dysgraphia, data from intralist intrusion errors in spelling to dictation, and dysgraphia because of nonperipheral neglect...
October 16, 2017: Psychological Review
https://www.readbyqxmd.com/read/28953831/attitudes-and-knowledge-of-parents-of-preschool-children-about-specific-learning-disabilities
#11
Ivana Zivoder, Sanja Martic-Biocina, Jelena Miklecic, Goran Kozina
INTRODUCTION: Specific learning disorders include dyslexia - reading disorder, dysgraphia - writing disorder, dyspraxia and discoloration - difficulties with mathematical tasks. Along with these disorders, hyperactivity disorder and attention deficit are often associated with these disorders. According to available data, 2/3 of children who have difficulty reading, writing, and counting have a lack of attention. Diagnosing these disorders is an important task for parents, preschools and schools, because it is prerequisite for understanding and treatment...
September 2017: Psychiatria Danubina
https://www.readbyqxmd.com/read/28948860/understanding-handwriting-difficulties-a-comparison-of-children-with-and-without-motor-impairment
#12
Mellissa Prunty, Anna L Barnett
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...
September 26, 2017: Cognitive Neuropsychology
https://www.readbyqxmd.com/read/28936361/relationships-between-eye-movements-during-sentence-reading-comprehension-word-spelling-and-reading-and-dti-and-fmri-connectivity-in-students-with-and-without-dysgraphia-or-dyslexia
#13
Kevin Yagle, Todd Richards, Katie Askren, Zoe Mestre, Scott Beers, Robert Abbott, William Nagy, Peter Boord, Virginia Berninger
While eye movements were recorded and brains scanned, 29 children with and without specific learning disabilities (SLDs) decided if sentences they read (half with only correctly spelled words and half with homonym foils) were meaningful. Significant main effects were found for diagnostic groups (non-SLD control, dysgraphia control, and dyslexia) in total fixation (dwell) time, total number of fixations, and total regressions in during saccades; the dyslexia group had longer and more fixations and made more regressions in during saccades than either control group...
January 2017: Journal of Systems and Integrative Neuroscience
https://www.readbyqxmd.com/read/28934055/do-reading-and-spelling-share-orthographic-representations-evidence-from-developmental-dysgraphia
#14
Christopher Hepner, Michael McCloskey, Brenda Rapp
Both spelling and reading depend on knowledge of the spellings of words. Despite this commonality, observed dissociations between spelling and reading in cases of acquired and developmental deficits suggest some degree of independence between the cognitive mechanisms involved in these skills. In this paper, we examine the relationship between spelling and reading in two children with developmental dysgraphia. For both children, we identified significant deficits in spelling that affected the processing of orthographic long-term memory representations of words...
May 2017: Cognitive Neuropsychology
https://www.readbyqxmd.com/read/28914156/lexical-decision-performance-in-developmental-surface-dysgraphia-evidence-for%C3%A2-a%C3%A2-unitary-orthographic-system-that-is-used-in-both-reading-and-spelling
#15
Andreas Sotiropoulos, J Richard Hanley
The relationship between spelling, written word recognition, and picture naming is investigated in a study of seven bilingual adults who have developmental surface dysgraphia in both Greek (their first language) and English (their second language). Four of the cases also performed poorly at orthographic lexical decision in both languages. This finding is consistent with similar results in Italian that have been taken as evidence of a developmental impairment to a single orthographic system that is used for both reading and spelling...
September 15, 2017: Cognitive Neuropsychology
https://www.readbyqxmd.com/read/28906176/developmental-dysgraphia-an-overview-and-framework-for-research
#16
Michael McCloskey, Brenda Rapp
Developmental deficits in the acquisition of writing skills (developmental dysgraphias) are common and have significant consequences, yet these deficits have received relatively little attention from researchers. We offer a framework for studying developmental dysgraphias (including both spelling and handwriting deficits), arguing that research should be grounded in theories describing normal cognitive writing mechanisms and the acquisition of these mechanisms. We survey the current state of knowledge concerning developmental dysgraphia, discussing potential proximal and distal causes...
May 2017: Cognitive Neuropsychology
https://www.readbyqxmd.com/read/28906170/developmental-graphemic-buffer-dysgraphia-in-english-a-single-case-study
#17
Kristina Barisic, Saskia Kohnen, Lyndsey Nickels
A single case study is reported of a 10-year-old, English-speaking boy, L.S., who presented with spelling errors similar to those described in acquired graphemic buffer dysgraphia (GBD). We used this case to evaluate the appropriateness of applying adult cognitive models to the investigation of developmental cognitive disorders. The dual-route model of spelling guided this investigation. L.S. primarily made "letter errors" (deletions, additions, substitutions, transpositions, or a combination of these errors) on words and nonwords and in all input (aural and visual) and output modalities (writing, typing, oral spelling); there was also some evidence of a length effect and U-shaped serial position curve...
September 14, 2017: Cognitive Neuropsychology
https://www.readbyqxmd.com/read/28741400/high-prevalence-of-dysgraphia-in-elementary-through-high-school-students-with-adhd-and-autism
#18
Susan D Mayes, Rosanna P Breaux, Susan L Calhoun, Sara S Frye
OBJECTIVE: Prevalence of dysgraphia by age across all grade levels was determined in students with ADHD or autism. METHOD: Referred children with normal intelligence and ADHD-Combined, ADHD-Inattentive, or autism ( N = 1,034) were administered the Developmental Test of Visual-Motor Integration (VMI) and Wechsler Intelligence Scale for Children (WISC). RESULTS: VMI and WISC Coding scores were significantly lower than IQ and the normal mean of 100 for all diagnoses...
July 1, 2017: Journal of Attention Disorders
https://www.readbyqxmd.com/read/28670621/changes-in-dti-diffusivity-and-fmri-connectivity-cluster-coefficients-for-students-with-and-without-specific-learning-disabilities-in-written-language-brain-s-response-to-writing-instruction
#19
Todd L Richards, Virginia W Berninger, Kevin J Yagle, Robert D Abbott, Daniel J Peterson
Before and after computerized writing instruction, participants completed assessment with normed measures and DTI and fMRI connectivity scanning. Evidence-based differential diagnosis was used at time 1 to assign them to diagnostic groups: typical oral and written language (n=6), dysgraphia (impaired handwriting, n=10), dyslexia (impaired word spelling and reading, n=20), and OWL LD (impaired syntax construction, n=6). The instruction was aimed at subword letter writing, word spelling, and syntax composing...
April 2017: Journal of Nature and Science
https://www.readbyqxmd.com/read/28660741/split-brain-phenomena-in-anterior-communicating-artery-aneurysm-rupture-a-case-report
#20
Natalya Korsakova, Elizabeth Liebson, Lena Moskovich
In 1976, a patient with an anterior communicating artery aneurysm (ACoAA) rupture (diagnosed on angiography) and sub-arachnoid hemorrhage (SAH) underwent serial neuropsychological testing revealing a classical anterior cerebral artery (ACA) spasm picture with severe anterograde amnesia of Korsakoff's type and dysexecutive syndrome. In addition, the patient demonstrated impaired hemispheric interaction with alien hand syndrome, dyscopia-dysgraphia, complete left ear neglect, and other, more complex, split-brain phenomena...
June 2017: PsyCh Journal
keyword
keyword
58644
1
2
Fetch more papers »
Fetching more papers... Fetching...
Read by QxMD. Sign in or create an account to discover new knowledge that matter to you.
Remove bar
Read by QxMD icon Read
×

Search Tips

Use Boolean operators: AND/OR

diabetic AND foot
diabetes OR diabetic

Exclude a word using the 'minus' sign

Virchow -triad

Use Parentheses

water AND (cup OR glass)

Add an asterisk (*) at end of a word to include word stems

Neuro* will search for Neurology, Neuroscientist, Neurological, and so on

Use quotes to search for an exact phrase

"primary prevention of cancer"
(heart or cardiac or cardio*) AND arrest -"American Heart Association"