GRAPHOMOTOR SKILLS IN CHILDREN WITH LANGUAGE DEFICITS IN PRIMARY SCHOOL AGE-FORMATION AND DEVELOPMENT

Kalinka Spassova

Abstract


Introduction: The formation and the development of graphomotor skills in children with language deficits in primary school age is a difficult and long process, and its disturbance leads to serious problems not only with the process of literation but also disrupt the purely academical learning.

Purpose: The aim of our study is to show the level of formation of graphomotor skills in children with language deficits in primary school age before and after the implementation of a system of therapeutic techniques, approaches and methods based on both the world’s and Bulgarian’s experience in the area of therapy of disturbance in graphomotor skills. 

Material and Method: The study encompasses a total of  40 children in primary school, aged 7-8, who were subjected to logopedic therapy aimed to overcome difficulties in graphomotor skills. It was conducted for a period of 5 years. The therapy was done either individually or in groups of 2 children.

Results: The data from test 1 and test 2 show development and maturation of structures in the left hemisphere: frontoparietal and basal temporal, responsible for functioning of the spatial orientation and ideomotor apraxia. For this reason the 7-8 years age group can be considered sensible for development of graphomotor skills as a component of formation of the written form of language and is especially suitable for intensive logopedic therapy aimed for its formation.

Conclusion: The implemented therapeutic techniques during the logopedic therapy are aimed not only for establishing the occulo-spacial orientation but also for formation and development of language competence, which are directly linked to formation of the written form of language.


Keywords


graphomotor skills, frontopartietal structures, ideomotor praxis.

Full Text:

PDF

References


Raichev R, Raicheva M, Rasheva M, Matanova M, Stoyanova K, Raichev I. Neuropsychology. Basis of neuropsychology.Sofia: ARTIK-2001, 2012.

Mavlov L.Fundamental neurology.Sofia: BoykoStamenov,2000.

Peicheva, S.Cognitive neurosychology.Sofia: Veda Slovena JG,2000.

Roux FE, Draper L, Kopke B, Demonet JF. Who actually read Exner? Returning to the source of the frontal “writing centre†hypothesis. Cortex.2010;46(9):1204-10.

World Health Organization. International Statistical Classification of Diseases and Related Health Problems. Tenth Revision.2003. https://apps.who.int/iris/bitstream/handle/10665/42980/9241546530_eng.pdf?sequence=1

Yakimova P. Disorders in written language, Part 1: Disorders in writing. Sofia:Romel, 2009:74-6.

Machinskaya RI, Krupskaya EV. Maturation of the regulatory structuresof the brain and the organization of attention in children of primary school age. Vestnik neirologi i psihiatrii i neirohirurgii.2011;(4):32-43.

Cycowicz YM. Memory development and event-related brain potentials in children. Biological psychology.2000;5(4):145-74.

Dukette D, Stiles J. The effects of stimulus density on children’s analysis of hierarchical patterns. Developmental science. 2001;4(2):233-51.

Farber DA, Petrenko NE. Individual peculiarities of visual recognition in children of preschoool age.Almanah novuie issledovaniya.2012;1(30):31-4.

Jolly C, Gentaz E. Analysis of cursive letters, syllables, and words handwriting in a French second-grade child with developmental coordination disorder and comparison with typically developing children. Frontiers in Psychology.2013;4(1022):1-22.

Oliveira RE, Billington J, Wann JP. Optimal use of visual information in adolescents with developmental coordination disorder. Experimental Brain Research.2014;232(9):2989-95.

Jekov J. Predictors of early diagnosis of dysgraphia in preschool ad primary school age. Dissertation.Shumen.2010.

Richards TL, Grabowski P, Boord TJ, Yagle K, Askren M, Mestre Z.et al. Contrasting brain patterns of writing-related DTI parameters, fMRI connectivity, and DTI–fMRI connectivity correlations in children with and without dysgraphia or dyslexia. NeuroImage Clin. 2015; 28 (8):408-21.

Todorova E. Dyslexia.Sofia: New Bulgarian University Press, 2007.

Shtereva K.Structure of phonologic maturation in bulgarian children. Psychological studies.BAS. Sofia.2012;1:25-36.

Sela I, Karni A. Differences in learning volitional (manual) and nonvolitional (posture) aspects of a complex motor skill in young adult dyslexic and skilled readers.PLOS OnE.2012;7(9):e43488.doi: 10.1371/journal.pone.0043488

Sturm JM, Rankin-Erikson JL. Effects of hand-drawn and computer-generated concept mapping on the expository writing of middle school students with learning disabilities. Learning disabilities practice.2002;17(2):124-39.

Stoeckel RE, Colligan RC, Barbaresi WJ, Weaver AL, Killian JM, Katusic SK. Early speech-language impairment and risk for written language disorder: a population-based study. J Dev Behav Pediatr. 2013;34(1):38-44.

Visscher C, Houwen S, Scherder EJ, Moolenaar B, Hartman E. Motor profile of children with developmental speech and language disorders. Pediatrics. 2007;120(1):e158-63.




DOI: http://dx.doi.org/10.24125/sanamed.v15i3.447

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Kalinka Spassova

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.