![]() ![]() (2) The automatization of linguistic, motor and cognitive skills is supported by the cerebellum ( Ito, 2008). Phonological awareness as well as phonological working memory was reported to play an important role for dyslexia ( Seigneuric and Ehrlich, 2005 Pennington et al., 2012) as well as for dysgraphia ( Moll et al., 2009, 2012 Winkes, 2014 Capodieci et al., 2018 only for working memory). ![]() For instance, Snowling (2000) describes phonological awareness as the most known underlying deficit of developmental dyslexia. (1) There is evidence for a link between reading and spelling and phonological processing abilities. There are several parallels between dyslexia and dysgraphia with respect to their underlying cognitive abilities and relevant cognitive skills (for a detailed review see Döhla and Heim, 2016), which shall be outlined here briefly. The prevalence for reading and writing impairments is reported to be about 7–17% ( Shaywitz and Shaywitz, 2005 Hawke et al., 2009). As defined by the American Psychiatric Association (2014) and the World Health Organisation (2018) dyslexia and dysgraphia can co-exist as well as occur alone. It is closely related to developmental dyslexia, a disorder of the acquisition of reading skills, which has been more in the focus of investigation for the past years. 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.
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