WRITING DISORDERS

Realizado por Agustina Maldonado

Tutora: Dra. Lidia Taillefer de Haya

Grado en Estudios Ingleses

Asignatura Trabajo Fin de Grado

INTRODUCTION

First studies : 1800s

Limited research

Goals:

1) Analyse writing

disorders

2) Technology success

SECTIONS

A. Literature Review

B. Methodology

C. Field of Work

I. Models of Spelling

II. Writing Disorders

III. Dysgraphia & other Disorders

IV. Treatments & Technology

LITERATURE REVIEW

End of the 19th Century L.V. Marcé

AGRAPHIA > DYSGRAPHIA

Central Dysgraphia

Peripherical Dysgraphia

Writing Speech disorders

1970s Information Processing Approach

Phonological Constructivist Statistic-Learning

Approach Approach Approach

PresyllabicStage

Syllabic Stage

AlphababeticStage

Pre-alphabetic

Stage

Full Alphabetic

Stage

Transitional Stage

Correct

Stage

Phonological Approach

The Constructivist Approach

The Statistic-Learning Approach

Simultaneous learning

Children’s writing as result of their exposure

METHODOLOGY

Qualitative approach

Main sources:

Online Platform Taylor & Francis

University of Silesia (Poland)

FIELD OF WORK

Writing vs. Speech Production

Developed Acquired

Planning

Building syntactic structures

Looking for right words & movements

MODELS OF SPELLING

They try to explain how a spoken input is turned

into a written one.

1. Dual Route Model of Spelling

2. Triple Route Model of Spelling

3. Interactive Activation (IA)

4. Triangle Model

Dual Route Model of Spelling

(Graham, 2014, p. 3)

Triple Route Model of Spelling

(Weekes et al., 2003, p. 566)

Interactive Activation

Triangle Model

(Weekes et al., 2003, p. 567) (Graham, 2014, p. 4)

WRITING DISORDERS

Agraphia An acquired writing impairment due to brain or

physical damage

Dysorthographia Difficulties understanding grammatical

rules due to pedagogical, emotional, intellectual causes among others

Dysgraphia A developmental writing disorder, “a writing

difficulty, specifically in automatically remembering and masteringthe sequence of muscle motors movements needed in writing lettersand numbers” (Reynolds et al., 2007, p. 771).

Phonological D.: affecting functional and non-words

Types Deep D.: Semantic errors (“Table” “chair”)

Surface D.: phonological errors + spelling problems

(“cough” “coff”)

DYSGRAPHIA & OTHER DISORDERS

Dysgraphia & Dyslexia

Plus reading impairment

Dyslexic dysgraphic patients

Dysgraphia & Aphasia

Primary Progressive Aphasia (PPA)

Semantic, Agrammatic and Logopenic variant

Dysgraphia & Alzheimer

Deficit in recent memory affecting stored letter sequencing

Peripheral dysgraphia

TREATMENTS & TECHNOLOGY

1) Pre-treatment baseline

Spell-Study-Spell 2) Treatment

3) Follow up

Repetition

Voiced Recognition Software

Computers

Computer tasks

CONCLUSIONS

1) That there is a lack of attention to writing disorders

2) That the writing process is even more complex than speech production

3) That most of the cases that have been documented show remarkable improvements, even in patients with neurodegenerative diseases

4) That treatments that use technologies have shown, proving our hypothesis to be beneficial for patients.

WRITING DISORDERS

Realizado por Agustina Maldonado

Tutora: Dra. Lidia Taillefer de Haya

Grado en Estudios Ingleses

Asignatura Trabajo Fin de Grado

THANK YOUFOR YOUR ATTENTION