Development of Motor Co‐ordination by Normal Left‐handed Children

Rudel, Rita G.; Healey, Jane M.; Denckla, Martha B.

doi:10.1111/j.1469-8749.1984.tb04414.x

Cited by 40 publications

(3 citation statements)

References 14 publications

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“…In left-handers, the same mirror-opposed, proximal-distal handwriting conflict may bring about the left hand inverted (LI) handwriting posture— a posture adopted by the majority of left hand writers (McKeever, 2004). Left-handed children commonly learn to print with a noninverted posture—subsequently adopting the inverted mode in the transition from manuscript to cursive (Bryson & McDonald, 1984; Gaillard, 1992; Levander & Schalling, 1988; Peters, 1983; Peters & Pedersen, 1978; Rudel, Healey, & Denckla, 1984) although even in adulthood the noninverted posture is frequently used for printing (Herron, 1980). Phonological awareness seems to drive this progression as children who fail to advance from a parallel (viz., proximal) to an inverted posture are impaired in the phonetic decoding of print (Allen & Wellman, 1980) and read poorly (Bryson & MacDonald, 1984; Wellman & Allen, 1983).…”

Section: Discussionmentioning

confidence: 99%

Ipsilateral printing in children's mirror-writing: A cause of specific learning disabilities?

Mather¹

2012

Canadian Journal of Experimental Psychology / Revue canadienne

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Previous research has demonstrated that young children produce mirror-image letter-reversals when printing their names in a leftward direction from the midline or right margin of their writing paper. This ability is postulated to be an epiphenomenon of a symmetric, proximal (arm) stage of motor development that ontogenetically precedes lateralization of fine-motor distal (finger) control-a stage in which each arm can be controlled by either side of the brain. From this view, canonical writing in right hemi-space is contralaterally mediated by the left hemisphere and mirror-writing in left hemi-space is ipsilaterally mediated by the right hemisphere. However, evidence of right hemisphere canonical letter processing in dyslexia suggests that this is not always the case. Concordantly, an early study corrected reversals by having children print these errors canonically in left hemi-space and then rightward across the midline into right hemi-space. To further understand this behaviour, the present study investigated mirror-writing in three schools (Public, Montessori, and Waldorf) each differing in how writing is introduced. It was hypothesised that there would be no school-differences in mirror-writing if printing had been learned before school-entry and that some children would produce reversals in right hemi-space that were canonically written in left-hemi-space (inverse reversals)-the opposite of the normal pattern. The results showed that 39% of the children demonstrated these inverse reversals. It is discussed how this unexpectedly high incidence may be foundational in the development of the phonologically proficient and deficient subtypes of dyslexia, spelling-dysgraphia, and the left-hand inverted writing posture.

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Section: Discussionmentioning

confidence: 99%

Ipsilateral printing in children's mirror-writing: A cause of specific learning disabilities?

Mather¹

2012

Canadian Journal of Experimental Psychology / Revue canadienne

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“…This finding concurs with the report that mirror (overflow) movements did not correlate with WRAT s p e h g at age seven in the prospective Collaborative Perinatal Project of the National lnstitute of Neurological and Communicative Disorders and Stroke (Nichols 1987). In fact, Denckla andRude1 (1977, 1978) have suggested that overflow may be related to hyperactivity rather than learning disability. None of the finger tasks correlated with any of the criterion writing measures within the first, second or third grades.…”

Section: Validitymentioning

confidence: 99%

Relationship of Finger Function to Beginning Writing: Application to Diagnosis of Writing Disabilities

Berninger

Rutberg

1992

Develop Med Child Neuro

137

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SUMMARY Finger function tasks designed to elicit soft neurological signs or to measure sensory‐motor integration were administered to 100 first‐, 100 second‐ and 100 third‐grade children as part of a multivariate study of normal writing acquisition in an unreferred sample. The finger‐succession task—a measure of motor planning and programming of complex, sequential movements—had the best reliability and validity for assessing handwriting and composition. However, of the developmental measures, the alphabet task—requiring the child to retrieve and produce alphabet letters in sequence, thereby integrating orthographic symbols and motor output—had the best concurrent validity for assessing handwriting, spelling and composition. The authors recommend that clinicians use the finger‐succession and alphabet tasks for early identification of ‘at‐risk’ children in order to prevent severe writing disabilities later in development. RÉSUMÉ Relation entre la fonction des doigts et les débuts de l'écriture: application au diagnostic de dysgraphie Des tâches impliquant les doigts et désignées pour estérioriser des signes neurologiques légers et pour mesurer l'intégration sensori‐motrice, ont été proposées à 100 élèves de CP, 100 élèves de CEI et 100 élèves de CE2 dans le cadre d'une étude multivariée de l'acquisition normale de l‘écriture sur un échantillon non sélectionné. La tâche de mise en succession des doigts, mesure de la prévision motrice et d'une programmation de mouvements séquentiels complexes, a présenté la meilleure fidèlité et la meilleure validité pour apprécier l’écriture manuelle et la composition. Cependant, parmi les mesures de développement, les tâches d'alphabet, retrouver et reproduire les lettres de l'alphabet en séquences, intégrant ainsi à la fois les symboles orthographiques et la tâche motrice, présentaient la meilleure validité globale pour apprécier l‘écriture manuelle, l'orthographe et la composition. Les auteurs conseillent aux cliniciens d'utiliser l’épreuve de succession d'usage des doigts et les épreuves d'alphabet pour une identification précoce des enfants “à rique”, en vue de prévenir des dysgraphies au cours du développement ultérieur. ZUSAMMENFASSUNG Beziehung zwischen Fingerfunktion und Begins des Schreibens: Anwendung bei der Diagnose von Schreibstörungen Bei ja 100 Erst‐, Zweit‐ und Drittkläßlern wurden Fingerfunktionsteste durchgeführt, die entworfen wurden, um leichte neurologische Befunde erfassen oder senso‐motorische Intergration messen zu können. Sie waren ein Teil einer Multivarianzstrudie über das normale Erlernen des Schreibens bei einer nicht selektierten Gruppe. Dar Fingerfolgetest—ein Maß für motirische Planung und Programmierung von komplexen, aufeinanderfolgenden Bewegungen—hatte die höchste Zuverlässigkeit und Validität für die Beurteilung von Handschrift und Schriftbild. Für die Beurteilung der Entwicklung hatte dagegen der Alphabettest—auffindem und einsetzen von Buchstaben in alphabetischer Reihenfolge, dadurch wurden orthographische Symbole und motorische Leistung zus...

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“…The inverted (hooked) writing posture (LI) commonly develops during the transition from manuscript to cursive writing ( Peters & Pedersen, 1978 ;Peters, 1983Peters, , 1986Bryson & MacDonald, 1984 ;Rudel, Healey, & Denckla, 1984 ;Levander & Schalling, 1988 ;Gaillard, 1992 ) and is used by the majority of adult left-handers ( McKeever, 2004 ). It may represent a left hand-right eye counterpart to the right hand-left eye condition postulated herein to be foundational in the development of dyslexia.…”

Section: Left-hand Inverted Writersmentioning

confidence: 97%

Does Dyslexia Develop from Left-Eye Dominance?

2015

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The purpose of this theoretical analysis and synthesis is to indicate how left-eye sighting dominance may lead to reading failure through dysfunctional right hemisphere letter encoding. Differing compensatory strategies are postulated to lead to outcomes that include the development of the phonologically impaired and phonologically proficient subtypes of dyslexia as well as specific spelling disability. Evidence is presented indicating that these disorders might be prevented by delaying the introduction of letter writing until the age of 8 years. Early childhood speech categorization in children genetically at-risk of developing dyslexia is also considered from this perspective. Convergent support for this premature writing hypothesis is provided by a comparison with the development of the left-hand inverted writing posture.

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Development of Motor Co‐ordination by Normal Left‐handed Children

Abstract: of ANOVA Summary of ANOVA Summary of ANOVA Age (5,84), F=20.15, p

Cited by 40 publications

References 14 publications

Ipsilateral printing in children's mirror-writing: A cause of specific learning disabilities?

Ipsilateral printing in children's mirror-writing: A cause of specific learning disabilities?

Relationship of Finger Function to Beginning Writing: Application to Diagnosis of Writing Disabilities

Does Dyslexia Develop from Left-Eye Dominance?

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