Types of handwriting and signs of dysgraphia in children and adolescents with learning difficultie

Detalhes bibliográficos
Autor(a) principal: Borges,Monica Teixeira
Data de Publicação: 2020
Outros Autores: Aprígio,Luana Celly Silva, Azoni,Cíntia Alves Salgado, Crenitte,Patrícia Abreu Pinheiro
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Revista CEFAC (Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462020000600507
Resumo: ABSTRACT Purpose: to characterize handwriting aspects of children and adolescents with complaints of learning difficulties, based on the type of handwriting they used. Methods: thirty-two children and adolescents participated in the study. They were first to eighth graders of both sexes, aged 7 to 15 years, with complaints of learning difficulties. The participants were divided according to the type of letter they used: SG1 (block letters), SG2 (cursive letters), and SG3 (mixed letters). A themed composition was analyzed with an adapted Dysgraphia Scale. Afterwards, the score obtained in the items of the Dysgraphia Scale was statistically analyzed, comparing the results between the three groups, between SG1 and SG2, SG1 and SG3, and SG2 and SG3. Appropriate statistical tests were applied, considering as significant the p-value < 0.05. Results: no difference was found regarding the groups’ age and schooling level. As for the items in the Scale, there was a difference between the three groups regarding irregular spacing in between words, collisions and adhesions, and total score. Signs of dysgraphia were observed in the three groups, according to the Scale’s criteria. Conclusion: changes in handwriting are common in children with learning difficulties, especially when they write using cursive and mixed letters.
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spelling Types of handwriting and signs of dysgraphia in children and adolescents with learning difficultieChild DevelopmentHandwritingAssessmentABSTRACT Purpose: to characterize handwriting aspects of children and adolescents with complaints of learning difficulties, based on the type of handwriting they used. Methods: thirty-two children and adolescents participated in the study. They were first to eighth graders of both sexes, aged 7 to 15 years, with complaints of learning difficulties. The participants were divided according to the type of letter they used: SG1 (block letters), SG2 (cursive letters), and SG3 (mixed letters). A themed composition was analyzed with an adapted Dysgraphia Scale. Afterwards, the score obtained in the items of the Dysgraphia Scale was statistically analyzed, comparing the results between the three groups, between SG1 and SG2, SG1 and SG3, and SG2 and SG3. Appropriate statistical tests were applied, considering as significant the p-value < 0.05. Results: no difference was found regarding the groups’ age and schooling level. As for the items in the Scale, there was a difference between the three groups regarding irregular spacing in between words, collisions and adhesions, and total score. Signs of dysgraphia were observed in the three groups, according to the Scale’s criteria. Conclusion: changes in handwriting are common in children with learning difficulties, especially when they write using cursive and mixed letters.ABRAMO Associação Brasileira de Motricidade Orofacial2020-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462020000600507Revista CEFAC v.22 n.6 2020reponame:Revista CEFAC (Online)instname:Centro de Especialização em Fonoaudiologia Clínica (CEFAC)instacron:CEFAC10.1590/1982-0216/202022617719info:eu-repo/semantics/openAccessBorges,Monica TeixeiraAprígio,Luana Celly SilvaAzoni,Cíntia Alves SalgadoCrenitte,Patrícia Abreu Pinheiroeng2020-10-23T00:00:00Zoai:scielo:S1516-18462020000600507Revistahttp://www.revistacefac.com.br/https://old.scielo.br/oai/scielo-oai.php||revistacefac@cefac.br1982-02161516-1846opendoar:2020-10-23T00:00Revista CEFAC (Online) - Centro de Especialização em Fonoaudiologia Clínica (CEFAC)false
dc.title.none.fl_str_mv Types of handwriting and signs of dysgraphia in children and adolescents with learning difficultie
title Types of handwriting and signs of dysgraphia in children and adolescents with learning difficultie
spellingShingle Types of handwriting and signs of dysgraphia in children and adolescents with learning difficultie
Borges,Monica Teixeira
Child Development
Handwriting
Assessment
title_short Types of handwriting and signs of dysgraphia in children and adolescents with learning difficultie
title_full Types of handwriting and signs of dysgraphia in children and adolescents with learning difficultie
title_fullStr Types of handwriting and signs of dysgraphia in children and adolescents with learning difficultie
title_full_unstemmed Types of handwriting and signs of dysgraphia in children and adolescents with learning difficultie
title_sort Types of handwriting and signs of dysgraphia in children and adolescents with learning difficultie
author Borges,Monica Teixeira
author_facet Borges,Monica Teixeira
Aprígio,Luana Celly Silva
Azoni,Cíntia Alves Salgado
Crenitte,Patrícia Abreu Pinheiro
author_role author
author2 Aprígio,Luana Celly Silva
Azoni,Cíntia Alves Salgado
Crenitte,Patrícia Abreu Pinheiro
author2_role author
author
author
dc.contributor.author.fl_str_mv Borges,Monica Teixeira
Aprígio,Luana Celly Silva
Azoni,Cíntia Alves Salgado
Crenitte,Patrícia Abreu Pinheiro
dc.subject.por.fl_str_mv Child Development
Handwriting
Assessment
topic Child Development
Handwriting
Assessment
description ABSTRACT Purpose: to characterize handwriting aspects of children and adolescents with complaints of learning difficulties, based on the type of handwriting they used. Methods: thirty-two children and adolescents participated in the study. They were first to eighth graders of both sexes, aged 7 to 15 years, with complaints of learning difficulties. The participants were divided according to the type of letter they used: SG1 (block letters), SG2 (cursive letters), and SG3 (mixed letters). A themed composition was analyzed with an adapted Dysgraphia Scale. Afterwards, the score obtained in the items of the Dysgraphia Scale was statistically analyzed, comparing the results between the three groups, between SG1 and SG2, SG1 and SG3, and SG2 and SG3. Appropriate statistical tests were applied, considering as significant the p-value < 0.05. Results: no difference was found regarding the groups’ age and schooling level. As for the items in the Scale, there was a difference between the three groups regarding irregular spacing in between words, collisions and adhesions, and total score. Signs of dysgraphia were observed in the three groups, according to the Scale’s criteria. Conclusion: changes in handwriting are common in children with learning difficulties, especially when they write using cursive and mixed letters.
publishDate 2020
dc.date.none.fl_str_mv 2020-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462020000600507
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462020000600507
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/1982-0216/202022617719
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv ABRAMO Associação Brasileira de Motricidade Orofacial
publisher.none.fl_str_mv ABRAMO Associação Brasileira de Motricidade Orofacial
dc.source.none.fl_str_mv Revista CEFAC v.22 n.6 2020
reponame:Revista CEFAC (Online)
instname:Centro de Especialização em Fonoaudiologia Clínica (CEFAC)
instacron:CEFAC
instname_str Centro de Especialização em Fonoaudiologia Clínica (CEFAC)
instacron_str CEFAC
institution CEFAC
reponame_str Revista CEFAC (Online)
collection Revista CEFAC (Online)
repository.name.fl_str_mv Revista CEFAC (Online) - Centro de Especialização em Fonoaudiologia Clínica (CEFAC)
repository.mail.fl_str_mv ||revistacefac@cefac.br
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