Abstract
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.
Highlights
Writing is a complex process that involves having previously learned to read – which makes it more complicated than reading[1]
The sample characterization in the inferential statistics revealed that the mean age in Study group 1 (SG1) was 10 years (SD = 1.77); in Study group 2 (SG2), 11.33 years (SD = 1.77); and in Study group 3 (SG3), 10.16 years (SD = 1.89)
When the age was compared two groups at a time, no statistical difference was found between SG1 and SG2
Summary
Writing is a complex process that involves having previously learned to read – which makes it more complicated than reading[1]. Acquiring it requires a quite long and demanding process that begins early – around two years old, when the first graphic movements are produced – and is consolidated later, in adolescence. The acquisition of writing is the sum of aspects related to maturation, development, and integration of the central nervous system[3], motor components[4], and the social context to which the child belongs[5]. The cognitive and motor components related to the writing performance include fine motor control (manual adjustment, bilateral integration, and motor planning), visualmotor integration, visual perception, kinesthesia, and sustained attention[4]
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