Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
10317909 | Research in Developmental Disabilities | 2013 | 12 Pages |
Abstract
The purpose of this study was to investigate the relationships between writing to dictation, handwriting, orthographic, and perceptual-motor skills among Chinese children with dyslexia. A cross-sectional design was used. A total of 45 third graders with dyslexia were assessed. Results of stepwise multiple regression models showed that Chinese character naming was the only predictor associated with word dictation (β = .32); handwriting speed was related to deficits in rapid automatic naming (β = â.36) and saccadic efficiency (β = â.29), and visual-motor integration predicted both of the number of characters exceeded grid (β = â.41) and variability of character size (β = â.38). The findings provided support to a multi-stage working memory model of writing for explaining the possible underlying mechanism of writing to dictation and handwriting difficulties.
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Authors
Alice Cheng-Lai, Cecilia W.P. Li-Tsang, Alan H.L. Chan, Amy G.W. Lo,