Together, these findings demonstrate that a more fine-grained diagnostic view on developmental dysgraphia, which takes the underlying cognitive profiles into account, might be advantageous for optimizing the outcome of individuum-centered intervention programs.ĭevelopmental dysgraphia is a disorder characterized by difficulties in the acquisition of writing/spelling skills despite adequate schooling, visus and normal IQ. Visual attention was also related to spelling disabilities, but had no characteristic distinguishing effect for the two clusters. Consequently, by means of a two-step cluster analysis, the group of dysgraphic children could be split into two distinct clusters, one with auditory deficits and the other with deficits in visual magnocellular functions. The results showed that besides phonological processing abilities, auditory skills and visual magnocellular functions affected spelling ability, too. A group of 45 children with developmental dysgraphia was compared to a control group. Different tests were carried out with 3rd and 4th grade school children to assess their spelling abilities, tapping into phonological processing, auditory sound discrimination, visual attention and visual magnocellular functions as well as reading. Thus, the aim of the study was to investigate cognitive deficits as potential predictors of dysgraphia, analogously to those for dyslexia, in order to identify dysgraphia profiles, depending on the particular underlying disorder. Research has demonstrated high similarity between developmental dyslexia and dysgraphia. Unlike for developmental dyslexia, however, there are only few studies about dysgraphia, in particular about the variability of its causes. For developmental dyslexia, profiles with a focus on phonological, attentional, visual or auditory deficits have recently been established. Comprehensive assessment across a range of areas is required to characterize the difficulties experienced by children with APD.Developmental dysgraphia is a disorder of writing/spelling skills, closely related to developmental dyslexia. Attention and memory are linked to performance on some auditory processing tasks but only explain a small amount of the variance in scores. Conclusions: LI and RD commonly co-occur with APD. There were modest correlations between FPT scores and attention and memory, and between DDT scores and memory. More had APD-RD, or APD-LI, than APD, RD, or LI alone. About half of the children (47%) had problems in all 3 areas (APD, LI, and RD) these children had the poorest FPT scores. A further 22% had difficulty with the FPT bilaterally and had right ear deficits for the DDT. Most of these children (25%) had difficulty with the FPT bilaterally. Results: Of the children, 72% had APD on the basis of these test results. Attention was measured using the Integrated Visual and Auditory Continuous Performance Test (J. Wheldall, 2002) and the Queensland University Inventory of Literacy (B. Reading accuracy and fluency and phonological awareness abilities were assessed using the Wheldall Assessment of Reading Passages (A. Secord, 2003) was used to assess language abilities (including auditory memory). The Clinical Evaluation of Language Fundamentals, Fourth Edition (E. Aithal, 2006) and a monaural low-redundancy speech test (compressed and reverberant words A. Keith, 2000) the 500-Hz tone Masking Level Difference (V. Musiek, 1983) the Random Gap Detection Test (R. Musiek, 1994) the Dichotic Digit Test Version 2 (DDT F. Auditory processing tests included the Frequency Pattern Test (FPT F. Method: Children (N = 68) with suspected APD and nonverbal IQ standard scores of 80 or more were assessed using auditory, language, reading, attention, and memory measures. Abstract : Purpose: The authors assessed comorbidity of auditory processing disorder (APD), language impairment (LI), and reading disorder (RD) in school-age children.
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