Writing Difficulty in Children with Disorders of Literacy and Movement
Research type
Research Study
Full title
Writing Difficulties in Single and Co-occurring Developmental Disorders: Disorders of Literacy and Movement
IRAS ID
186159
Contact name
Markéta Caravolas
Contact email
Sponsor organisation
Bangor University
Duration of Study in the UK
1 years, 4 months, 31 days
Research summary
Writing is important for academic and emotional development and is complex, requiring the integration of motor and cognitive processes. Deficits in the processes linked to spelling and handwriting, result in dysfluent/illegible written productions, often causing low academic attainment and self-esteem (Rosenblum, 2008). Poor writing is observed in children with spelling difficulties (SD) and motor difficulties. SD are typically observed among children with dyslexia (Caravolas et al. 2003) whilst motor difficulties are associated with children who have developmental co-ordination disorder (DCD; DSM-V, 2013). Co-occurrence of developmental disorders is high yet little is understood about behavioural difficulties among co-occurring dyslexia and DCD.
We take a dimensional view of developmental disorders (Snowling & Hulme, 2011), and investigate the nature of difficulties in spelling (SD) and handwriting (HWD) among children who show cognitive markers associated with either dyslexia, DCD, or both disorders. We address the following key questions: i) Do children with markers of dyslexia (by definition poor spellers) show HWD, and conversely, do children with markers of DCD (who have HWD) show SD? ii) Is the HWD among children with markers of dyslexia similar in nature to the HWD of children with markers of DCD, and conversely, is the SD among children with markers of DCD similar in nature to the SD of children with markers of dyslexia?
To this end, typically developing children and children with markers of dyslexia, DCD and co-occurring dyslexia and DCD – identified on the basis of scholastic testing, or on referral by clinicians – who are aged 7-11 will complete tasks designed to tap different cognitive processes that are related to the behavioural difficulties of interest. Children will be recruited from schools, specialist services/clinics in North Wales. This project's findings will further our knowledge of the mechanisms related to writing that may be disrupted in children with developmental disabilities.
REC name
Wales REC 5
REC reference
16/WA/0141
Date of REC Opinion
25 Jul 2016
REC opinion
Further Information Favourable Opinion