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Kalenjuk, Elvira; Laletas, Stella; Subban, Pearl; Wilson, Sue – Australian Journal of Learning Difficulties, 2022
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…
Descriptors: Writing Difficulties, Learning Disabilities, Neurological Impairments, Children
Bray, Laura; Skubik-Peplaski, Camille; Ackerman, Kera B. – Journal of Occupational Therapy, Schools & Early Intervention, 2021
Handwriting and spelling deficits are common struggles experienced by children with specific learning disabilities (SLD), but there is little evidence on interventions that target these areas for children with SLD. To systematically review the research investigating the effectiveness of handwriting and spelling interventions for children with SLD.…
Descriptors: Handwriting, Spelling, Learning Disabilities, Intervention
John, Smitha; Renumol, V. G. – International Journal of Learning Technology, 2022
With the recent advances in learning technologies, researchers are exploring the benefits of touch-based applications to reinforce handwriting skills in children with writing difficulties. One of the reasons for writing difficulties is the lack of fine motor skills. Hence, an Android application was developed for children with writing difficulties…
Descriptors: Handwriting, Writing Skills, Psychomotor Skills, Educational Technology
Prunty, Mellissa; Barnett, Anna L. – Journal of Learning Disabilities, 2020
Handwriting difficulties are frequently mentioned in descriptions of developmental coordination disorder (DCD). Recent studies have shown that children with DCD pause more and produce less text than typically developing (TD) peers. This temporal dysfluency indicates a lack of automaticity in handwriting production. One possible contributing factor…
Descriptors: Developmental Disabilities, Learning Disabilities, Handwriting, Children
Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D. – Journal of Learning Disabilities, 2018
Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 (N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling…
Descriptors: Regression (Statistics), Short Term Memory, Predictor Variables, Reading Achievement
Berninger, Virginia; Abbott, Robert; Cook, Clayton R.; Nagy, William – Journal of Learning Disabilities, 2017
Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…
Descriptors: Correlation, Attention Control, Executive Function, Multiple Regression Analysis
Dockrell, Julie E.; Lindsay, Geoff; Connelly, Vincent – Exceptional Children, 2009
This study examined the writing performance of 58 students with a history of specific language impairment, assessing them at ages 8, 11, 12, 14, and 16 to evaluate longitudinal trajectories of writing performance and relationships with oral language, reading, and handwriting fluency. At age 16, participants continued to experience problems with…
Descriptors: Handwriting, Sentence Structure, Oral Language, Learning Disabilities

Campbell, Dorothy Drysdale – Journal of Special Education, 1973
Descriptors: Children, Exceptional Child Research, Handwriting, Learning Disabilities
Stewart, Kathleen – Slow Learning Child, 1973
Descriptors: Children, Diagnostic Teaching, Exceptional Child Research, Handwriting

Smith, Deborah Deutsch; Lovitt, Thomas C. – Journal of Learning Disabilities, 1973
Descriptors: Case Studies, Children, Diagnostic Teaching, Exceptional Child Education

Gerard, Joyce A.; Junkala, John – Journal of Learning Disabilities, 1980
A study involving 190 learning disabled (LD) children (ages 7 to 13 years) and 38 of their teachers was conducted (1) to demonstrate that product and process teaching are complementary strategies, (2) to illustrate a framework that assists teachers in determining if the process components of a task are related to pupil failure, and (3) to validate…
Descriptors: Children, Diagnostic Teaching, Elementary Education, Exceptional Child Research