Identification and characterization of dysgraphia in students with learning difficulties and learning disorders

Abstract

Objective: (1) identify the presence of dysgraphia in students with learning difficulties and learning disorders; (2) describe the calligraphic amendments in each group and (3) compare the groups in order to verify differences from each other. Methods: 57 students participated, both genders, aged from 08 to 11 years, from 2nd to 6th school year, divided into three groups (19 students each), as follows: (GI) learning difficulties; (GII) learning disorders; (GIII) good academic performance. As procedure, we requested a copy of a message and the writing was analyzed by Dysgraphia Scale, being considered as dysgraphic all the students who obtained a grade equal to, or greater than 8.5 points. Results: The results revealed the presence of dysgraphia in 63.2% of GI, 47.4% of GII and 26.3% of GIII; GI presented high scores in Floating Lines, the GII in Floating Lines and Retouched Letters and GIII showed similar performance among the 10 items evaluated; When comparing the groups together it was noted that the performance of GI and GII are similar, differing only when you compare them with GIII, because those have high scores on items Floating linesand Curvatures and Angulation of the arcades of the M, N, V and U. Conclusion: calligraphic alterations were evidenced in all three groups, and the students with learning difficulties and learning disorders should be given more attention to items Floating Lines, Retouched Letters and Curvatures and Angulation of the arcades of the M, N, V and U.