Graphomotor skills in children with developmental coordination disorder (DCD): Handwriting and learning a new letter

Huau, Andréa; Velay, Jean‐Luc; Jover, Marianne

doi:10.1016/j.humov.2015.03.008

Cited by 48 publications

(39 citation statements)

References 56 publications

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“…Interestingly, Rosenblum and Regev showed that handwriting metrics (both timing and production quality) correlated moderately with response timing (using the interactive metronome device). In addition, delayed short‐term procedural learning was evident on a task requiring the reproduction of novel letterforms …”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Cognitive and neuroimaging findings in developmental coordination disorder: new insights from a systematic review of recent research

Wilson

Smits-Engelsman

Caeyenberghs

et al. 2017

Develop Med Child Neuro

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150

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Taken together, results support the hypothesis that children with DCD show differences in brain structure and function compared with typically developing children. Behaviourally, these differences may affect anticipatory planning and reduce automatization of movement skill, prompting greater reliance on slower feedback-based control and compensatory strategies. Implications for future research, theory development, and clinical practice are discussed.

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Section: Resultsmentioning

confidence: 99%

“…In addition, delayed short-term procedural learning was evident on a task requiring the reproduction of novel letterforms. 56 Finally, in native Chinese children, DCD was also associated with writing difficulties in the Chinese language (where no grapheme-to-phoneme mapping exists). 57 Gait.…”

Section: Test Categories Cognitive Neuroscience Approachmentioning

confidence: 98%

Cognitive and neuroimaging findings in developmental coordination disorder: new insights from a systematic review of recent research

Wilson

Smits-Engelsman

Caeyenberghs

et al. 2017

Develop Med Child Neuro

179

150

View full text Add to dashboard Cite

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“…In graphomotor and handwriting tasks, children with DD exhibited more variation at the intra-individual level in writing a continuous repetitive alternated sequence of cursive letters (Borella et al, 2011) or reproducing a character (Lam, Au, Leung, & Li-Tsang, 2011). Huau, Velay, & Jover, 2015). Developmental coordination disorder pertains to difficulty with various aspects of motor skills, from walking, overall co-ordination, and balance to fine abilities such as drawing or writing (e.g.…”

Section: Motor Skills and Reading: An Emergent Ideamentioning

confidence: 99%

Exploring the Link between Visual Perception, Visual–Motor Integration, and Reading in Normal Developing and Impaired Children using DTVP‐2

et al. 2017

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Reading is known to be primarily a linguistic task. However, to successfully decode written words, children also need to develop good visual-perception skills. Furthermore, motor skills are implicated in letter recognition and reading acquisition. Three studies have been designed to determine the link between reading, visual perception, and visual-motor integration using the Developmental Test of Visual Perception version 2 (DTVP-2). Study 1 tests how visual perception and visual-motor integration in kindergarten predict reading outcomes in Grade 1, in typical developing children. Study 2 is aimed at finding out if these skills can be seen as clinical markers in dyslexic children (DD). Study 3 determines if visual-motor integration and motor-reduced visual perception can distinguish DD children according to whether they exhibit or not developmental coordination disorder (DCD). Results showed that phonological awareness and visual-motor integration predicted reading outcomes one year later. DTVP-2 demonstrated similarities and differences in visual-motor integration and motor-reduced visual perception between children with DD, DCD, and both of these deficits. DTVP-2 is a suitable tool to investigate links between visual perception, visual-motor integration and reading, and to differentiate cognitive profiles of children with developmental disabilities (i.e. DD, DCD, and comorbid children). Copyright © 2017 John Wiley & Sons, Ltd.

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“…Indeed, there is evidence to support this view (e.g. Huau et al, 2015; Zwicker et al, 2011). At the same time, however, there is ample evidence that certain therapies and interventions can be effective and clearly yield learning in children with motor difficulties (including the results from the present study along with Jelsma et al, 2014; Missiuna, 1994; and Snapp-Childs et al, 2013).…”

Section: Discussionmentioning

confidence: 98%

“…Overall, they found that the children with motor difficulties did not improve in the trail-tracing task as much as the typically developing children (and also had under-activation in certain brain regions that have been associated with visual-spatial learning). Likewise, Huau and collaborators (Huau, Velay, & Jover, 2015) showed that (8 – 10 year old) children with motor difficulties (specifically, children identified as having DCD) did not learn how to write a new letter as well as typically developing children. Second, previous work shows that when children with motor difficulties (specifically, children with suspected/probable Developmental Coordination Disorder or those identified as having DCD) exhibit learning, they are still impaired relative to typically developing children.…”

Section: Introductionmentioning

confidence: 98%

Training compliance control yields improved drawing in 5–11year old children with motor difficulties

Snapp-Childs

Shire

Hill

et al. 2016

Human Movement Science

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There are a large number of children with motor difficulties including those that have difficulty producing movements qualitatively well enough to improve in perceptuo-motor learning without intervention. We have developed a training method that supports active movement generation to allow improvement in a 3D tracing task requiring good compliance control. Previously, we tested a limited age range of children and found that training improved performance on the 3D tracing task and that the training transferred to a 2D drawing test. In the present study, school children (5–11 years old) with motor difficulties were trained in the 3D tracing task and transfer to a 2D drawing task was tested. We used a cross-over design where half of the children received training on the 3D tracing task during the first training period and the other half of the children received training during the second training period. Given previous results, we predicted that younger children would initially show reduced performance relative to the older children, and that performance at all ages would improve with training. We also predicted that training would transfer to the 2D drawing task. However, the pre-training performance of both younger and older children was equally poor. Nevertheless, post-training performance on the 3D task was dramatically improved for both age groups and the training transferred to the 2D drawing task. Overall, this work contributes to a growing body of literature that demonstrates relatively preserved motor learning in children with motor difficulties and further demonstrates the importance of games in therapeutic interventions.

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Graphomotor skills in children with developmental coordination disorder (DCD): Handwriting and learning a new letter

Cited by 48 publications

References 56 publications

Cognitive and neuroimaging findings in developmental coordination disorder: new insights from a systematic review of recent research

Cognitive and neuroimaging findings in developmental coordination disorder: new insights from a systematic review of recent research

Exploring the Link between Visual Perception, Visual–Motor Integration, and Reading in Normal Developing and Impaired Children using DTVP‐2

Training compliance control yields improved drawing in 5–11year old children with motor difficulties

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