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Peer reviewedSovik, Nils – Scandinavian Journal of Educational Research, 1984
An experiment designed as a combined laboratory and classroom study was done with 12 male Norwegian third graders with dysgraphic problems. The remedial program was based on cybernetic principles and individualized. Results favored the experimental program but were only significant with regard to accuracy scores; speed writing exercises were not…
Descriptors: Cybernetics, Dysgraphia, Elementary Education, Feedback
