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dc.contributor.authorCapellini, Simone Aparecida [UNESP]
dc.contributor.authorSerrão, Flávia Santana [UNESP]
dc.contributor.authorDel Bianco, Noemi
dc.contributor.authorGermano, Giseli Donadon [UNESP]
dc.contributor.authorGiaconi, Catia
dc.date.accessioned2019-10-06T17:02:16Z
dc.date.available2019-10-06T17:02:16Z
dc.date.issued2018-11-08
dc.identifier.citationHandwriting and Dysgrafia: Relation and Assessment, p. 131-146.
dc.identifier.urihttp://hdl.handle.net/11449/190099
dc.description.abstractAim: To relate the viso-motor skills and handwriting of students with dyslexia. Methods: Twenty-two students with multidisciplinary diagnosis of dyslexia, aged from 8 years and 3 months to 13 years and 4 months, of both genders, from third to fifth grade of elementary school participated in this study. The students were submitted to the following procedures: Visual Perception Development Test III - DTVP III and Dysgraphia Scale. Results: The results indicated that most students with dyslexia were classified as dysgraphics. Therefore, from the analysis of the Visual Perception Development Test (DTVP-III) it was possible to observe that there was an impact of the variables related to the visomotor and fine motor skills. Conclusion: Nevertheless, the findings of this study indicate that dyslexic students presented difficulties in visomotor skills, thus impairing hand writing. Thus, most of these students presented compatible performance for disgraphic writing.en
dc.format.extent131-146
dc.language.isoeng
dc.relation.ispartofHandwriting and Dysgrafia: Relation and Assessment
dc.sourceScopus
dc.subjectDyslexia
dc.subjectHandwriting
dc.subjectViso-motor perception
dc.titleThe relationship between viso-motor skills and handwriting in students with dyslexiaen
dc.typeCapítulo de livro
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.contributor.institutionUniversity of Macerata
dc.description.affiliationDepartment of Speech and Hearing Sciences São Paulo State University Júlio de Mesquita Filho (UNESP)
dc.description.affiliationInvestigation Learning Disabilities Laboratory Department of Speech and Hearing Sciences São Paulo State University Júlio de Mesquita Filho (UNESP)
dc.description.affiliationHuman Sciences Education University of Macerata
dc.description.affiliationDepartment of Special Education São Paulo State University Júlio de Mesquita Filho (UNESP)
dc.description.affiliationDidactic and Special Pedagogy Department of Education Cultural Heritage and Tourism University of Macerata
dc.description.affiliationUnespDepartment of Speech and Hearing Sciences São Paulo State University Júlio de Mesquita Filho (UNESP)
dc.description.affiliationUnespInvestigation Learning Disabilities Laboratory Department of Speech and Hearing Sciences São Paulo State University Júlio de Mesquita Filho (UNESP)
dc.description.affiliationUnespDepartment of Special Education São Paulo State University Júlio de Mesquita Filho (UNESP)
dc.rights.accessRightsAcesso restrito
dc.identifier.scopus2-s2.0-85061230407
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