Kinesis and graphy: the performance of writing
DOI:
https://doi.org/10.4454/graphos.78Keywords:
dysgraphia, fine motor skills, performance, kinesthetic skills, postureAbstract
Poor handwriting is a manifestation of impaired fine-hand coordination whereby spacing, proportion in size, slope, letter alignment and speed of production are carried out so that the output is not legible. A view of writing as a motor performance, as in sport gestures, allow us to address dysgraphic disorder as a limitation dependent on the ability to use proprioceptive, kinesthetic and vestibular cues. A corollary way of conceptualizing the disorder to act early with specific motor education actions. Training children in prehension, force modulation; fine motor exercises, education in posture and positions assumed by the body can improve the graphic act by reducing tremulous or interrupted outcomes.
References
Acharya A. B., & Wroten M. (2023). Broca Aphasia. Treasure Island: StatPearls Publishing.
Bara F., & Gentaz E. (2011). Haptics in teaching handwriting: The role of perceptual and visuo-motor skills. Human movement science, vol. 30 n. 4, pp. 745–759.
Baresi F., Vicini, M., & Vannuttelli G. (2021). Il gioco tra geometria e motricità. Itinerari didattici per i docenti delle scuole dell’infanzia e primaria. Ediz. Illustrata. Roma: Marcianum Press.
Berninger V. (1998). Language by hand: A synthesis of a decade of research on handwriting. Handwriting Review, vol. 12, pp. 11–25.
Blank R., Smits-Engelsman B., Polatajko H. J., & Wilson P. H. (2012). Recommendations on the definition, diagnosis and intervention of developmental coordination disorder. Dev Med Child Neurol, vol. 54, pp. 54–93.
Coco D., & Piazza L. (2023). Corpo, movimento e assi portanti della scrittura per diminuire gli errori di ortografia. Graphos. Rivista internazionale di pedagogia e didattica della scrittura, vol. 3, pp. 77–86.
Cornoldi C., & Tressoldi P. (2014). Linee guida per la diagnosi dei profili di dislessia e disortografia previsti dalla legge 170: Invito a un dibattito. Psicologia clinica dello sviluppo, vol. 18 n.1, pp.75-92.
Di Brina C., Niels R., Overvelde A., Levi G., & Hulstijn W. (2008). Dynamic time warping: A new method in the study of poor handwriting. Human Movement Science, vol. 27 n. 2, 242–255.
Farhat F., Hsairi I., Baati H., Smits-Engelsman B. C. M., Masmoudi K., Mchirgui R., Triki C., & Moalla W. (2016). The effect of a motor skills training program in the improvement of practiced and non-practiced tasks performance in children with developmental coordination disorder (DCD). Human movement science, vol. 46, pp. 10–22.
First M. B., Clarke D. E., Yousif L., Eng A. M., Gogtay, N., & Appelbaum, P. S. (2023). DSM-5-TR: rationale, process, and overview of changes. Psychiatric Services, vol. 74 n. 8, 869-875.
Goodale M. A. (2013). Separate visual systems for perception and action: A framework for understanding cortical visual impairment. Developmental Medicine and Child Neurology, Vol. 55 n. 4, pp. 9–12.
Gori S., Cecchini P., Bigoni A., Molteni M., & Facoetti A. (2014). Magnocellular-dorsal pathway and sub-lexical route in developmental dyslexia. Frontiers in human neuroscience, vol. 8, p. 460.
Graham S., & Weintraub N. (1996). A review of handwriting research: Progress and prospects from 1980 to 1994. Educational Psychology Review, vol. 8 n. 1, pp. 7–87.
Le Boulch J. (1991). Verso una scienza del movimento umano. Introduzione alla psicocinetica. Roma: Armando Editore.
Levine M. D. (1987). Developmental Variation and Learning Disorders. Cambridge: Educators Pub. Service.
Lovecchio N. (2023). Il gioco dell’allenamento. Verso una modalità ludica dell’allenamento. Venezia: Marcianum Press.
Lovecchio N., La Torre A., & Della Vedova N. (2018). Dallo spazio vissuto allo spazio del foglio: L’attività motoria come compensatore dei DSA. Formazione & insegnamento, vol. 16 n. 1, pp. 305–314.
Mapstone M., Weintraub S., Nowinski C., Kaptanoglu G., Gitelman D. R., & Mesulam M. M. (2003). Cerebral hemispheric specialization for spatial attention: Spatial distribution of search-related eye fixations in the absence of neglect. Neuropsychologia, vol. 41 n. 10, pp. 1396–1409.
Mercer C. D., & Mercer A. R. (1989). Teaching students with learning problems. New York: Merrill Publishing Co.
Meulenbroek R. G. J., & van Galen G. P. (1988). The Acquisition of Skilled Handwriting: Discontinuous Trends in Kinematic Variables. In A. M. Colley & J. R. Beech (a cura di), Advances in Psychology, Amsterdam: North-Holland.
Nusiner M., Di Dona R., Mouchet V., & Rinaldi R. (2019). Educo al corsivo. Metodo A.E.D. Per la Scuola primaria. Genova: ERGA
Piaget J. (1978). Piaget’s theory of intelligence. Englewood Cliffs: Prentice Hall.
Rosenblum S., Aloni T., & Josman N. (2010). Relationships between handwriting performance and organizational abilities among children with and without dysgraphia: A preliminary study. Research in developmental disabilities, vol. 31 n. 2, pp. 502–509.
Schmidt R. A., & Lee T. D. (2005). Motor Control and Learning: A Behavioral Emphasis. Ontario: Human Kinetics.
Scordella A., Di Sano S., Aureli T., Cerratti P., Verratti V., Fanò-Illic G., & Pietrangelo T. (2015). The role of general dynamic coordination in the handwriting skills of children. Frontiers in psychology, vol. 6, p. 580.
Smits-Engelsman B. C., Niemeijer A. S., & van Galen G. P. (2001). Fine motor deficiencies in children diagnosed as DCD based on poor grapho-motor ability. Human movement science, vol. 20 n. 1–2, pp. 161–182.
Thomassen A. J. W. M., & van Galen G. P. (1992). Chapter 4 Handwriting as A Motor Task: Experimentation, Modelling, and Simulation. In J. J. Summers (a cura di), Advances in Psychology, Amsterdam: North-Holland.
van Galen G. P., Portier S. J., Smits-Engelsman B. C., & Schomaker L. R. (1993). Neuromotor noise and poor handwriting in children. Acta Psychologica, vol. 82 n. 1–3, pp. 161–178.
Volman M. J. M., van Schendel B. M., & Jongmans M. J. (2006). Handwriting difficulties in primary school children: A search for underlying mechanisms. The American Journal of Occupational Therapy, vol. 60 n. 4, pp. 451–460.
Wrisberg C. A., Hardy C. J., & Beitel P. A. (1982). Stimulus velocity and movement distance as determiners of movement velocity and coincident timing accuracy. Human Factors, vol. 24 n. 5, pp. 599–608.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 nicola lovecchio
This work is licensed under a Creative Commons Attribution 4.0 International License.
Edizioni ETS s.r.l. LUNGARNO MEDICEO 16 - 56127 - PISA