For my Literacy Investigation Project, I chose to research about pre-handwriting and also handwriting in children. From researching on both of these topics, I gathered plenty of information to understand where children should be developmentally with writing, pertaining to their ages. The five articles I researched all provided information about pre-handwriting as well as handwriting in children. The first article I read was titled “The role of general dynamic coordination in Handwriting Skills of Children.” This article pertains to where children should be developmentally in handwriting and the cause of them not being on that developmental level. According to Scordella, Sano, Aureli, Ceratti, Veratti, Fano-Illic, and Pietrangelo (2015),
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According to Scordella et al. (2015), “difficulties in handwriting can be caused by children having DCD (specific developmental disorder of motor function)” (p.1). By knowing there is a disorder that can cause children to have difficulty with handwriting, teachers and parents should be aware of exactly what DCD is. According Lazarus (1990), “DCD is a non-verbal learning disorder that typically occurs in the absence of an injury, neurological disease, or major sensory dysfunction, although it is often associated with other disorders, such as “learning disorders and attention deficit disorder” (as cited in Scordella et al., 2015, …show more content…
According to Jolly and Gentaz (2014), “several studies that have compared handwriting skills between children with DCD and typical children have shown that those with DCD write faster and in larger letters” (as cited in Scordella et al., 2015, p.2). In a classroom, this information could help a teacher recognize, while also compare and contrast, their student’s work to observe/evaluate whether some students are behind. Teachers and parents should also be aware that “a lower deficit in the primary process of rapidly processing visual stimuli, could produce a cascade effect on the abilities of these children in handwriting” (Scordella et al., 2015, p. 2). Children struggling with handwriting can also have a mild motor dysfunction, which lowers visual reasoning abilities compared to children with developmentally appropriate motor quotient. This dysfunction can cause children to struggle with handwriting because they are struggling with visual reasoning, which can cause them to not notice whether they are writing to big, on a slant, etc. According to Scordella et al. (2015), “the measurement of motor quotient can be measured starting at age 5 years and can help to help highlight children with mild dysfunction who can then be monitored early in their development, and overall during their school period” (p.2). It is important for teachers and parents to be aware of whether or
According to Scordella et al. (2015), “difficulties in handwriting can be caused by children having DCD (specific developmental disorder of motor function)” (p.1). By knowing there is a disorder that can cause children to have difficulty with handwriting, teachers and parents should be aware of exactly what DCD is. According Lazarus (1990), “DCD is a non-verbal learning disorder that typically occurs in the absence of an injury, neurological disease, or major sensory dysfunction, although it is often associated with other disorders, such as “learning disorders and attention deficit disorder” (as cited in Scordella et al., 2015, …show more content…
According to Jolly and Gentaz (2014), “several studies that have compared handwriting skills between children with DCD and typical children have shown that those with DCD write faster and in larger letters” (as cited in Scordella et al., 2015, p.2). In a classroom, this information could help a teacher recognize, while also compare and contrast, their student’s work to observe/evaluate whether some students are behind. Teachers and parents should also be aware that “a lower deficit in the primary process of rapidly processing visual stimuli, could produce a cascade effect on the abilities of these children in handwriting” (Scordella et al., 2015, p. 2). Children struggling with handwriting can also have a mild motor dysfunction, which lowers visual reasoning abilities compared to children with developmentally appropriate motor quotient. This dysfunction can cause children to struggle with handwriting because they are struggling with visual reasoning, which can cause them to not notice whether they are writing to big, on a slant, etc. According to Scordella et al. (2015), “the measurement of motor quotient can be measured starting at age 5 years and can help to help highlight children with mild dysfunction who can then be monitored early in their development, and overall during their school period” (p.2). It is important for teachers and parents to be aware of whether or