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Visual-perceptual-kinesthetic inputs on influencing writing performances in children with handwriting difficulties

Tse LF, Thanapalan KC, Chan CC

Res Dev Disabil, 2014 Feb;35(2):340-7.
PMID: 24333804 DOI: 10.1016/j.ridd.2013.11.013

This study investigated the role of visual-perceptual input in writing Chinese characters among senior school-aged children who had handwriting difficulties (CHD). The participants were 27 CHD (9-11 years old) and 61 normally developed control. There were three writing conditions: copying, and dictations with or without visual feedback. The motor-free subtests of the Developmental Test of Visual Perception (DTVP-2) were conducted. The CHD group showed significantly slower mean speeds of character production and less legibility of produced characters than the control group in all writing conditions (ps<0.001). There were significant deteriorations in legibility from copying to dictation without visual feedback. Nevertheless, the Group by Condition interaction effect was not statistically significant. Only position in space of DTVP-2 was significantly correlated with the legibility among CHD (r=-0.62, p=0.001). Poor legibility seems to be related to the less-intact spatial representation of the characters in working memory, which can be rectified by viewing the characters during writing. Visual feedback regarding one's own actions in writing can also improve legibility of characters among these children.

Matched MeSH terms: Learning Disorders/physiopathology*
Fulltext Comparison on testability of visual acuity, stereo acuity and colour vision tests between children with learning disabilities and children without learning disabilities in government primary schools

Abu Bakar NF, Chen AH

Indian J Ophthalmol, 2014 Feb;62(2):141-4.
PMID: 24008790 DOI: 10.4103/0301-4738.116481

Children with learning disabilities might have difficulties to communicate effectively and give reliable responses as required in various visual function testing procedures.

Matched MeSH terms: Learning Disorders/physiopathology*
Motor performance and functional mobility in children with specific learning disabilities

Suhaili I, Harun D, Kadar M, Hanif Farhan MR, Nur Sakinah B, Evelyn Jong TH

Med J Malaysia, 2019 02;74(1):34-39.
PMID: 30846660

INTRODUCTION: Limitations in motor performances among children with specific learning disabilities (SLD) can lead to impaired functional skills. Thus, this study aimed to determine the level of motor performances and functional mobility, and the influence of motor performances on the functional mobility in children with SLD.
METHODS: A cross-sectional study was conducted among 148 children with SLD and their caregivers. The evaluation consisted of the Movement Assessment Battery for Children-2 (MABC-2) and the Functional Mobility domain from Pediatric Evaluation of Disability Inventory-Computer Adaptive Test (PEDI-CAT). The level of motor performances and functional mobility were determined. A linear regression was then conducted to assess the influence of motor performances that could be accounted for functional mobility scores.
RESULTS: More than half of the children with SLD showed motor performance difficulty in manual dexterity subscale (54.7%). For functional mobility, the mean standard T-score indicated an average level of capability (49.49±15.96). A regression analysis revealed that both manual dexterity and balance were significant predictors for functional mobility. According to the regression coefficients, manual dexterity (B=1.37, β=0.303, sr2=0.077) was found to be a stronger predictor compared to balance (B=0.85, β=0.178, sr2=0.028).
CONCLUSION: Manual dexterity was found to influence functional mobility among children with SLD. Therefore, fine motor skills intervention for children with SLD should emphasize on manual dexterity training. Future studies that involve dual tasks and inclusion of typical children would give useful additional information on motor performances issues in children with SLD.

Matched MeSH terms: Learning Disorders/physiopathology*
Fulltext 22q11.2 deletion syndrome in diverse populations

Kruszka P, Addissie YA, McGinn DE, Porras AR, Biggs E, Share M, et al.

Am J Med Genet A, 2017 Apr;173(4):879-888.
PMID: 28328118 DOI: 10.1002/ajmg.a.38199

22q11.2 deletion syndrome (22q11.2 DS) is the most common microdeletion syndrome and is underdiagnosed in diverse populations. This syndrome has a variable phenotype and affects multiple systems, making early recognition imperative. In this study, individuals from diverse populations with 22q11.2 DS were evaluated clinically and by facial analysis technology. Clinical information from 106 individuals and images from 101 were collected from individuals with 22q11.2 DS from 11 countries; average age was 11.7 and 47% were male. Individuals were grouped into categories of African descent (African), Asian, and Latin American. We found that the phenotype of 22q11.2 DS varied across population groups. Only two findings, congenital heart disease and learning problems, were found in greater than 50% of participants. When comparing the clinical features of 22q11.2 DS in each population, the proportion of individuals within each clinical category was statistically different except for learning problems and ear anomalies (P

Matched MeSH terms: Learning Disorders/physiopathology