Contribution of executive functions and handwriting skills in writing for children with DLD

Postgraduate Thesis uoadl:2812583 144 Read counter

Unit:
Κατεύθυνση Εκπαίδευση
Library of the School of Philosophy
Deposit date:
2019-02-15
Year:
2019
Author:
Kyriakidou Myrsini
Supervisors info:
Ράλλη Ασημίνα, Αναπληρώτρια Καθηγήτρια, Τμήμα Ψυχολογίας, ΕΚΠΑ
Πολυχρόνη Φωτεινή, Αναπληρώτρια Καθηγήτρια, Τμήμα Ψυχολογίας, ΕΚΠΑ
Ρούσσος Πέτρος, Αναπληρωτής Καθηγητής, Τμήμα Ψυχολογίας, ΕΚΠΑ
Original Title:
Η συμβολή των επιτελικών λειτουργιών και των γραφοκινητικών δεξιοτήτων στην Παραγωγή Γραπτού Λόγου παιδιών με Αναπτυξιακή Γλωσσική Διαταραχή
Languages:
Greek
Translated title:
Contribution of executive functions and handwriting skills in writing for children with DLD
Summary:
During the last decades there has been an increasing interest among the researchers on the field of Language difficulties and especially the impact of SLI on the development children’ s writing ability. The aim of this study is twofold: to evaluate the writing profile both in typically developing and children with Developmental Language Disorder (DLD) and to investigate the possible contribution of executive functions (working memory, verbal fluency, updating inhibition, shifting) and writing skills (visual-motor integration, graphic-kinetic integration and writing speed) of both groups of children. The participants were 60 children, 8-9 years old, thirty of them were typically developing, while 30 of them were children with DLD. All the children were assessed individually on their executive functions and handwriting skills, as well as on the production of a narrative text which was based on a set of pictures. Children with DLD performed worse on almost all the measures of executive functions and handwriting skills. Furthermore children with DLD displayed an overall lower profile on their writing skills, according to the data that were extracted from their narrative texts, compared to their typically developing peers. Statistical significant correlations were found between working memory and the writing criteria of productivity, orthographic accuracy, and text coherence, as well as between verbal fluency and text productivity and organization. Updating was also found to be significantly related text complexity, while shifting was correlated with capitalization errors. Graphic-kinetic integration correlated significantly with the levels of productivity and coherence of the text. Last verbal fluency, working memory, updating and graphic-kinetic integration contributed significantly to the children’s writing outcomes, for the DLD group, while the same doesn’t apply for the typically developing peers, as only the executive functions were found to contribute significantly on measures of productivity and accuracy.
Main subject category:
Philosophy - Psychology
Keywords:
Developmental Language Disorder, Writing, Executive Functions, Handwriting skills
Index:
No
Number of index pages:
0
Contains images:
No
Number of references:
109
Number of pages:
145

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