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Lundi : 8h-18h30
Mardi : 8h-18h30
Mercredi 9h-16h30
Jeudi : 8h-18h30
Vendredi : 8h-16h30
Votre centre de documentation fermera de 12h30 à 13h ce vendredi 28 juin et fermera à 14h30.
Dès ce lundi 1er juillet jusqu'au mercredi 10 juillet l'horaire du centre de documentation sera adapté :
Lundi 1er juillet : de 8h à 12h et de 12h30 à 16h
Mardi 2 juillet : de 8h à 12h15
Mercredi 3 juillet : de 9h à 12h et de 12h30 à 15h15
Jeudi 4 juillet : de 8h à 12h30 et de 13h à 18h30
Lundi 8 juillet : de 8h à 12h et de 12h30 à 16h
Mardi 9 juillet : de 8h à 12h15
Mercredi 10 juillet : de 9h à 11h
Réouverture dès ce lundi 19 août.
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Détail de l'auteur
Auteur Melissa M. Prunty |
Documents disponibles écrits par cet auteur
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The impact of handwriting difficulties on compositional quality in children with developmental coordination disorder / Melissa M. Prunty in The British Journal of Occupational Therapy, Vol.79 N°10 (Octobre 2016)
[article]
Titre : The impact of handwriting difficulties on compositional quality in children with developmental coordination disorder Type de document : texte imprimé Auteurs : Melissa M. Prunty ; Anna L. Barnett ; Kate Wilmut ; [et al...] Année de publication : 2016 Article en page(s) : p. 591-597 Langues : Anglais (eng) Mots-clés : trouble du développement de la coordination écriture enfant Résumé :
Introduction There is substantial evidence to support the relationship between transcription skills (handwriting and spelling) and compositional quality. For children with developmental coordination disorder, handwriting can be particularly challenging. While recent research has aimed to investigate their handwriting difficulties in more detail, the impact of transcription on their compositional quality has not previously been examined. The aim of this exploratory study was to examine compositional quality in children with developmental coordination disorder and to ascertain whether their transcription skills influence writing quality.
Method Twenty-eight children with developmental coordination disorder participated in the study, with 28 typically developing age and gender matched controls. The children completed the ‘free-writing’ task from the detailed assessment of speed of handwriting tool, which was evaluated for compositional quality using the Wechsler objective language dimensions.
Results The children with developmental coordination disorder performed significantly below their typically developing peers on five of the six Wechsler objective language dimensions items. They also had a higher percentage of misspelled words. Regression analyses indicated that the number of words produced per minute and the percentage of misspelled words explained 55% of the variance for compositional quality.
Conclusion The handwriting difficulties so commonly reported in children with developmental coordination disorder have wider repercussions for the quality of written composition.Permalink : ./index.php?lvl=notice_display&id=46021
in The British Journal of Occupational Therapy > Vol.79 N°10 (Octobre 2016) . - p. 591-597[article] The impact of handwriting difficulties on compositional quality in children with developmental coordination disorder [texte imprimé] / Melissa M. Prunty ; Anna L. Barnett ; Kate Wilmut ; [et al...] . - 2016 . - p. 591-597.
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Vol.79 N°10 (Octobre 2016) . - p. 591-597
Mots-clés : trouble du développement de la coordination écriture enfant Résumé :
Introduction There is substantial evidence to support the relationship between transcription skills (handwriting and spelling) and compositional quality. For children with developmental coordination disorder, handwriting can be particularly challenging. While recent research has aimed to investigate their handwriting difficulties in more detail, the impact of transcription on their compositional quality has not previously been examined. The aim of this exploratory study was to examine compositional quality in children with developmental coordination disorder and to ascertain whether their transcription skills influence writing quality.
Method Twenty-eight children with developmental coordination disorder participated in the study, with 28 typically developing age and gender matched controls. The children completed the ‘free-writing’ task from the detailed assessment of speed of handwriting tool, which was evaluated for compositional quality using the Wechsler objective language dimensions.
Results The children with developmental coordination disorder performed significantly below their typically developing peers on five of the six Wechsler objective language dimensions items. They also had a higher percentage of misspelled words. Regression analyses indicated that the number of words produced per minute and the percentage of misspelled words explained 55% of the variance for compositional quality.
Conclusion The handwriting difficulties so commonly reported in children with developmental coordination disorder have wider repercussions for the quality of written composition.Permalink : ./index.php?lvl=notice_display&id=46021 Exemplaires (1)
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