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Degenerative Diseases of the Nervous System
Published in Philip B. Gorelick, Fernando D. Testai, Graeme J. Hankey, Joanna M. Wardlaw, Hankey's Clinical Neurology, 2020
James A. Mastrianni, Elizabeth A. Harris
Difficulty generating or recalling familiar words followed by progressive loss of assigned meaning: Impaired confrontational naming.Impaired single-word comprehension.Impaired object knowledge.Circumlocution.Surface dyslexia.Dysgraphia.Prosopagnosia.Relative sparing of repetition and fluency.Behavioral symptoms may emerge with disease progression.
Common and Assistive Technology to Support People with Specific Learning Disabilities to Access Healthcare
Published in Christopher M. Hayre, Dave J. Muller, Marcia J. Scherer, Everyday Technologies in Healthcare, 2019
Dianne Chambers, Sharon Campbell
Dysgraphia impacts on a person’s ability to acquire written language and how well the person is able to express their understanding through written mediums. Poor spelling can also be a characteristic of a person who has dysgraphia (Judd, 2012). Around 5%–20% of people are said to have some form of writing difficulty; however, it is not known how many of these would demonstrate the diagnostic criteria for dysgraphia (Phillips & Clark, 2013).
Signs and Symptoms in Psychiatry
Published in Mohamed Ahmed Abd El-Hay, Essentials of Psychiatric Assessment, 2018
Writing is the other form through which ideas and thoughts are transformed into written words or shapes. Agraphia is the inability to write dictated material in the absence of weakness in the arm or hand. It is caused by posterior perisylvian lesions, and it rarely occurs alone. The inability to write is usually associated with other types of aphasia. A writing sample of aphasic patients often contains spelling and grammatical errors. Dysgraphia is a less severe degree than agraphia that is observed usually in children with neurodevelopmental specific learning disorders. However, agraphia and dysgraphia are sometimes used as synonym disorder, of different degrees of severity.
Assessment of children’s writing features: A pilot method study of pen-grip kinetics and writing surface pressure
Published in Assistive Technology, 2023
Michal Hochhauser, Michael Wagner, Nir Shvalb
Deuel (1995) proposed the most established and adopted classification of dysgraphia, classifying it into three subtypes: (1) dyslexic dysgraphia, expressed when spontaneously written text is illegible, whereas the copy of a written text is relatively preserved; (2) spatial dysgraphia, characterized by illegible writing (whether spontaneously produced or copied) due to impaired understanding of space, whereas handwriting velocity remains normal; and (3) motor dysgraphia, visible when spontaneously written or copied text is illegible, reflecting motor impairments. In this last type of dysgraphia, the handwriting velocity is atypical. A variety of motor problems cause dysgraphia. The most common is unregulated pressure during writing (Huau et al., 2015; Rosenblum & Livneh-Zirinski, 2008). In this condition, the child may find the action of writing difficult to sustain over an extended period, fatigue easily, and require frequent respites during writing. This may lead to an illegible manuscript (O’Hare & Brown, 1989).
Intervention for a lexical reading and spelling difficulty in two Greek-speaking primary age children
Published in Neuropsychological Rehabilitation, 2020
Aris R. Terzopoulos, Georgia Z. Niolaki, Jackie Masterson
Brunsdon et al. (2005) carried out an intervention study with a 12-year-old child, MC, with surface dysgraphia. The spelling intervention targeted the lexical route, using a flashcard technique which had been successfully employed with acquired surface dysgraphic patients. MC’s irregular word spelling improved following a four-week training that involved irregular words. The researchers reported that both trained and untrained irregular words improved over the course of the intervention and many of the untrained words showed a gradual increase in degree of similarity to the correct spelling. Brunsdon et al. tested the efficacy of using mnemonics as part of the intervention, but the findings did not indicate that this was more effective than using flashcards without mnemonics. In the present study, we decided to use the flashcard technique without mnemonics.
Pseudoword spelling ability predicts response to word spelling treatment in acquired dysgraphia
Published in Neuropsychological Rehabilitation, 2022
Jennifer Shea, Robert Wiley, Natalie Moss, Brenda Rapp
With regard to the characteristic features of damage to orthographic long-term memory (O-LTM) we find that, like most long-term memory systems, orthographic long-term memory is highly sensitive to the frequency with which word spellings have been experienced, with frequently spelled words laying down more robust neural representations that are less susceptible to disruption under conditions of brain damage. Therefore, damage disrupting orthographic long-term memory is characterized by greater than normal difficulties in spelling low compared to high frequency words –a frequency effect. Second, if damage selectively affects orthographic long-term memory, leaving phoneme-grapheme conversion and orthographic working memory intact, then not only should there be accurate spelling of pseudowords but, when errors are made in spelling words, they are likely to have been produced by the phoneme-grapheme conversion system and, therefore, will be phonologically plausible errors (e.g., “sauce” spelled as “SOSS”; “knowledge” spelled as NOLIGE). This performance pattern generally corresponds to the clinical syndrome of surface dysgraphia. If, however, phoneme-grapheme conversion is damaged as well as orthographic long-term memory, then multiple error types are likely, including phonologically implausible nonwords (e.g., “sauce” spelled as SISE), lexically related words (“goat” spelled as GOAL) or even semantically related words (“goat” spelled as SHEEP). The prominence of semantic paragraphias would correspond to the clinical profile of deep dysgraphia. Furthermore, it has been found that the orthographic long-term memory system is relatively insensitive to the number of letters in the spelling of a target word (Buchwald & Rapp, 2009; but see Sage & Ellis, 2004), with high frequency words ()such as BABY and MOUNTAIN likely to be comparably spared and low frequency words (such as IGLOO and PROVINCE) likely to be comparably disrupted in the context of damage to the O-LTM system.