Journal Article


Handwriting difficulties in Developmental Coordination Disorder (DCD)

Abstract

Purpose of review. Handwriting is a particular difficulty in DCD. Children who struggle to produce legible and sufficiently fast handwriting may under-achieve at school. Using van Galen’s model, this review examines recent research to describe the nature of handwriting difficulties in DCD. The range of assessment tools is highlighted and recommendations for intervention provided. Recent findings. Embedded in the broader skill of writing, handwriting involves more than motor skill. Children with DCD tend to produce less writing than their peers. Their slow rate of production is characterised by frequent pauses. Errors in letter formation negatively impact on legibility and the quality of written composition is also poor. Different types of assessment help to capture the range of difficulties. Summary. Comprehensive assessment helps gain a full understanding of the nature of handwriting difficulties in DCD. International recommendations and guidelines provide a valuable framework for assessment and principles for intervention.

Attached files

Authors

Barnett, Anna L.
Prunty, Mellissa

Oxford Brookes departments

Department of Sport, Health Sciences and Social Work

Dates

Year of publication: 2020
Date of RADAR deposit: 2020-08-21



“Copyright © 2020. Users may view, print, copy, download and text and data-mine the content, for the purposes of academic research, subject always to the full conditions of use. Any further use is subject to permission from Springer Nature.”


Related resources

This RADAR resource is the Accepted Manuscript of Handwriting Difficulties in Developmental Coordination Disorder (DCD)

Details

  • Owner: Joseph Ripp
  • Collection: Outputs
  • Version: 1 (show all)
  • Status: Live