![]() A significant portion of their time and cognitive energy is, in fact, invested in controlling down processes (for example, correct writing of letters), while few attentive resources remain available for more complex tasks, such as generating ideas, lexical access, management of cognitive activities, and orthographic review of the text. Poor graph-motor skills may increase the risk of difficulties in the visual-motor and spatial components of writing therefore, interventions aimed at supporting and enhancing graphic activity, a function not adequately recognized thus far, could represent a valid action to prevent graphical and spatial difficulties in writing, especially in the context of formal education.Īt the time of entry into primary school, children use much of their cognitive energy to control the production of letters and the graphical aspects of writing. According to the official international diagnostic systems, visual-motor and visual-spatial difficulties in writing are manifestations of a motor development disorder (dysgraphy). The term “dysfluent writing” refers to less fluent (i.e., slower) handwriting, while the term “shape abnormality” refers to distortions of pressure and irregularities in the forms of letters. “Dysfluent writing” and “shape abnormality” are key characteristics of handwriting disorders described in the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders of the American Psychiatric Association (DSM-5). The research in the area of handwriting ability highlights an increase in graphical and visual-spatial difficulties in handwriting. Growth models on pre-, post- and follow-up measures showed that performance on prerequisites and writing and reading skills were better overall among the children in the intervention group as compared to control group. All rules and characteristics of the letters were explained by demonstrating the correct writing movements, based on the idea that movement learning becomes more valuable when children begin to connect the letters in order to write individual words. We tested whether the development of academic writing skills could be effectively supported by training strategies focusing on cursive writing. ![]() The sample comprised 141 students attending eight classes of the first grade of primary school, all with typical development, not exhibiting any cognitive or sensory disabilities, nor displaying motor disorders that could significantly hinder the execution of the writing task. This study investigated the efficacy of cursive writing teaching. ![]() Many studies support the idea that motor training plays a crucial role to increase mental representations of the letters, but relatively little is known about the specific relation between handwriting skills and teaching practices. scribbles) from there, it takes several years before children are able to write competently. This is a slow process that begins in kindergarten: at this age, writing is very similar to drawing (i.e. There is increasing evidence that mastering handwriting skills play an important role on academic achievement. ![]()
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