This study aimed to explore the performance of the perceptual-visuomotor skills and the production of handwriting in children with Learning Disabilities.A total of 56 children participated,being a convenience sample,o...This study aimed to explore the performance of the perceptual-visuomotor skills and the production of handwriting in children with Learning Disabilities.A total of 56 children participated,being a convenience sample,of both sexes,average age of eight years old,from 3rd to 5th grade level of Elementary School.The children were divided into the following groups:GI(28 children diagnosed with Learning Disabilities);GII(28 children with good academic performance,paired with GI in relation to chronological age and sex).They were evaluated individually in dysgraphic scale,visual perception development test,and fine motor evaluation.Data analysis was performed.There was a significant difference between GI and GII for the subtests of eye-hand coordination,copying,visual closure,fine motor precision,and fine manual control tests.They had difference between the groups for handwriting performance in descending and/or ascending subtests,irregularity of dimension,poor forms,and total score of Dysgraphia Scale.The results presented in this study indicate that children with Learning Disabilities can manifest significant visomotor impairment and deficit in legibility and handwriting quality,causing failures in the elaboration of sensorimotor plans that,added to the intrinsic deficit of long-term memory,result in persistent academic difficulties.展开更多
This study is aimed at providing a reflection on the meanings of the child’s body in developmental age in the spaces that coexist in his learning environment,which translate into the ability of the same to coordinate...This study is aimed at providing a reflection on the meanings of the child’s body in developmental age in the spaces that coexist in his learning environment,which translate into the ability of the same to coordinate his own motor action in codified spaces,which are spaces vital or the space outlined on the sheet of a notebook.Gross motor and fine coordination form the basis of a long and sophisticated learning process of skills such as writing,an activity that is preparatory for the duration of the entire learning process from a long-life-learning perspective.Writing is primarily a motor action,which is completed and coordinated thanks to the motor prediction of purposeful movements,but also implies the production of associations of graphemes that have a conventionally shared meaning.If these graph-motor skills are not acquired according to the age of development,this could give rise to a possible diagnosis of dysgraphia which results in the obvious difficulties of creating a writing that is legible and harmonious.This disorder could be traced back to the inability to fully and simultaneously dispose of the visual-perceptive,exploratory and spatial coordination faculties both of the whole body and of the individual structures of the eye,hand and upper limb that cooperate the visual-kinetic functions of the graphic act.展开更多
文摘This study aimed to explore the performance of the perceptual-visuomotor skills and the production of handwriting in children with Learning Disabilities.A total of 56 children participated,being a convenience sample,of both sexes,average age of eight years old,from 3rd to 5th grade level of Elementary School.The children were divided into the following groups:GI(28 children diagnosed with Learning Disabilities);GII(28 children with good academic performance,paired with GI in relation to chronological age and sex).They were evaluated individually in dysgraphic scale,visual perception development test,and fine motor evaluation.Data analysis was performed.There was a significant difference between GI and GII for the subtests of eye-hand coordination,copying,visual closure,fine motor precision,and fine manual control tests.They had difference between the groups for handwriting performance in descending and/or ascending subtests,irregularity of dimension,poor forms,and total score of Dysgraphia Scale.The results presented in this study indicate that children with Learning Disabilities can manifest significant visomotor impairment and deficit in legibility and handwriting quality,causing failures in the elaboration of sensorimotor plans that,added to the intrinsic deficit of long-term memory,result in persistent academic difficulties.
文摘This study is aimed at providing a reflection on the meanings of the child’s body in developmental age in the spaces that coexist in his learning environment,which translate into the ability of the same to coordinate his own motor action in codified spaces,which are spaces vital or the space outlined on the sheet of a notebook.Gross motor and fine coordination form the basis of a long and sophisticated learning process of skills such as writing,an activity that is preparatory for the duration of the entire learning process from a long-life-learning perspective.Writing is primarily a motor action,which is completed and coordinated thanks to the motor prediction of purposeful movements,but also implies the production of associations of graphemes that have a conventionally shared meaning.If these graph-motor skills are not acquired according to the age of development,this could give rise to a possible diagnosis of dysgraphia which results in the obvious difficulties of creating a writing that is legible and harmonious.This disorder could be traced back to the inability to fully and simultaneously dispose of the visual-perceptive,exploratory and spatial coordination faculties both of the whole body and of the individual structures of the eye,hand and upper limb that cooperate the visual-kinetic functions of the graphic act.
