How Do Spelling, Handwriting Speed, and Handwriting Quality Develop During Primary School? Cross-Classified Growth Curve Analysis of Children's Writing Development

Gosse, Claire; Parmentier, Michaël; Reybroeck, Marie Van

doi:10.3389/fpsyg.2021.685681

Cited by 20 publications

(27 citation statements)

References 58 publications

(119 reference statements)

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“…Designing future studies that present such methodological assets would greatly contribute to understanding the origin of handwriting difficulties in dyslexia. Moreover, given that the participants in this study were primary school children, importantly, they were still developing their spelling and graphomotor abilities [ 38 ]. Thus, handwriting difficulties in DYS children may be greater at the beginning of learning to write because both spelling and graphomotor processes require substantially more effort at this age.…”

Section: Discussionmentioning

confidence: 99%

“…In addition to spelling accuracy, an important aspect of writing development concerns the mastery of handwriting [ 33 , 34 ], which is a complex ability relying on graphomotor processes [ 33 , 35 , 36 , 37 , 38 ]. As featured in the psychomotor theory of writing by Van Galen [ 34 ] (see [ 39 ] for a more recent elaboration), the graphomotor processes are divided into distinct modules: selection of the sensorimotor programmes associated with each letter stored in memory; adjustment of the size parameter for each allograph; and recruitment of the arm and hand muscles to trace the letters.…”

Section: Introductionmentioning

confidence: 99%

“…Indeed, while the presence of severe spelling impairment in dyslexia is undeniable, the frequently observed handwriting difficulties in DYS children are not well understood [ 10 , 11 , 14 , 15 , 18 ]. As writing ability involves a multitude of cognitive and motor processes that influence each other [ 36 , 38 , 56 , 57 , 58 ], disentangling the issue of the origin of handwriting difficulties is challenging. The use of neuroimaging techniques to examine the writing brain network [ 27 , 37 ] in DYS children constitutes a promising avenue to better understand their writing difficulties.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Evidence of Altered Functional Connectivity at Rest in the Writing Network of Children with Dyslexia

Gosse¹,

Dricot²,

Reybroeck³

2022

Brain Sciences

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Aim. Handwriting abilities in children with dyslexia (DYS) are not well documented in the current literature, and the presence of graphomotor impairment in addition to spelling impairment in dyslexia is controversial. Using resting-state functional connectivity (RSFC), the present study aims to answer the following question: are there markers of graphomotor impairment at rest in DYS children? Method. The participants were children with DYS and typically developing (TD) children (n = 32) from French-speaking primary schools (Mage = 9.3 years). The behavioural evaluation consisted of spelling and handwriting measures. Participants underwent a resting-state fMRI scan. Results. Analyses of RSFC focused on a brain region responsible for graphomotor processes—the graphemic/motor frontal area (GMFA). The RSFC between the GMFA and all other voxels of the brain was measured. Whole-brain ANOVAs were run to compare RSFC in DYS and TD children. The results demonstrated reduced RSFC in DYS compared to TD between the GMFA and brain areas involved in both spelling processes and motor-related processes. Conclusions. For the first time, this study highlighted a disruption of the writing network in DYS. By identifying functional markers of both spelling and handwriting deficits at rest in young DYS participants, this study supports the presence of graphomotor impairment in dyslexia.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Evidence of Altered Functional Connectivity at Rest in the Writing Network of Children with Dyslexia

Gosse¹,

Dricot²,

Reybroeck³

2022

Brain Sciences

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“…Investigating the impact of those manipulated factors on future-oriented emotions might help in replicating the present findings and show the impact of asking participants to simulate abstract vs. specific future events. In this regard, the development of Bayesian structural equation modeling has enabled the investigation of complex models (e.g., measurement errors, mediation, moderation, longitudinal analysis) when data are cross-classified, that is, nested within both individuals and experimental stimuli (Gosse et al, 2021;Wickham et al, 2021).…”

Section: The Generic and Undifferentiated Simulation Of Future Eventsmentioning

confidence: 99%

Emotional anticipation of future vocational transitions: A person-centered approach

Parmentier¹

2022

Preprint

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Most future educational and career transitions represent major life events that individuals anticipate to a considerable extent, possibly with multiple emotions at the same time. However, few studies have examined the emotions that individuals experience when they anticipate a future educational or career transition, imagine how it will occur, the consequences it will have for them, and visualize their coping efforts. The aims of the present dissertation are fourfold. First, we explore individuals’ combinations of multiple future-oriented emotions at the prospect of three major educational and career transitions: (a) the transition from high school to higher education, (b) the transition from higher education to the job market, and (c) the transition from unemployment to employment. Due to the rather exploratory nature of our first research question, our second objective pertains to the replication of these combinations and the investigation of similarities between several groups of individuals based on (a) gender, (b) institutional context, and (c) the temporal distance before the transition. Third, we examine several antecedents of individuals’ combinations of future-oriented emotions. These antecedents ranged from career-related constructs such as career decidedness and career adaptability to affective mechanisms such as cognitive appraisals, trait affect, and emotion regulation. Finally, we examine the behavioral effects of future-oriented emotions in terms of anticipated vocational planning and effort. Overall, the present dissertation brings several implications in highlighting the combinations of future-oriented emotions that individuals experience when anticipating important vocational transitions, a research strand that is scarce both in vocational and emotion research. From a practical point of view, the evidence of several combinations—and the differences and similarities among several groups or contexts—carries practical implications for designing and implementing career-related interventions. Finally, examining antecedents and outcomes of future-oriented emotions combinations underlines the importance of taking emotional anticipation processes into account when individuals prepare for and cope with major educational and career transitions.

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“…In sum, both skills (i.e., handwriting and spelling) are correlated and automation of both is necessary for successful transcription (Gosse et al, 2021). The longitudinal study done by Gosse et al (2021) provided a comprehensive picture of the development and the longitudinal relationship between spelling, handwriting speed, and handwriting quality at the word level. Based on correlational analyses, there is an association between spelling accuracy and handwriting speed in primary grades throughout the development process.…”

Section: The Importance Of Transcription Skills In Learning To Writementioning

confidence: 99%

Assessing the efficacy of a Tier 2 early intervention for transcription skills in Spanish elementary school students

et al. 2022

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The main objective of this study was to evaluate the efficacy of a Tier 2 intervention within the context of the Response to Intervention (RtI) model implemented by Spanish first- to second-grade primary school teachers to improve at-risk students’ transcription skills. Teachers were instructed in the administration of a writing curriculum-based measure composed of 5 isolates measures (allographs, dictated words with arbitrary spelling or non-ruled, dictated words with rule-based spelling, dictated nonsense words, and dictated sentences) to identify at-risk students and to monitor their progress; and in the implementation of a systematic and explicit instructional program to improve transcription skills in at-risk students. A total of 164 at-risk students from 12 schools from the Canary Islands participated in the study. Teachers were provided with a support system that included a web-based training program for writing. Implementation fidelity was analyzed using direct observations and self-reports. All students were assessed three times during the academic year. In a hierarchical linear growth modeling procedure, differences in growth rates of transcription skills were compared between students who received the intervention, those who did not, and their typically achieving peers. Additionally, the effects of the intervention in the experimental at-risk group were also analyzed, differentiating between those who left the risk status and those who remained at-risk. Children at-risk in the intervention condition appeared to benefit more in handwriting skills than at-risk children in the control condition, but to a lesser extent in spelling accuracy. Nevertheless, improvements in both transcription skills had only been made in the experimental risk group that had left the risk situation.

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How Do Spelling, Handwriting Speed, and Handwriting Quality Develop During Primary School? Cross-Classified Growth Curve Analysis of Children's Writing Development

Cited by 20 publications

References 58 publications

Evidence of Altered Functional Connectivity at Rest in the Writing Network of Children with Dyslexia

Evidence of Altered Functional Connectivity at Rest in the Writing Network of Children with Dyslexia

Emotional anticipation of future vocational transitions: A person-centered approach

Assessing the efficacy of a Tier 2 early intervention for transcription skills in Spanish elementary school students

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