Search Results (5)

Background/Objectives: Children with Developmental Coordination Disorder (DCD) frequently experience handwriting difficulties, or dysgraphia. The association between DCD and dysgraphia has long been observed and described. However, few studies have examined the acquisition and transfer of graphomotor skills in these children, i.e., their ability to learn new graphic gestures and reuse them in new tasks. The objective of this study was to evaluate the acquisition of pseudo-letters and their transfer to different types of tasks in children with DCD. Methods: Three case studies of children with DCD, with or without an associated dysgraphia, were compared to an age-matched control group. Participants learned to produce six pseudo-letters during an acquisition phase, then transferred their learning to two tasks: the first assessed the transfer of learned strokes to new pseudo-letters, and the second assessed the transfer of stroke sequences to combinations of two or three pseudo-letters. Performances were analyzed on the basis of four variables: handwritten product quality, and three measures reflecting the handwriting process, i.e., velocity, fluency, and the number of stops during writing. Results: Acquisition and transfer abilities differed depending on the presence and severity of dysgraphia. Only the presence of a severe dysgraphia associated with DCD led to a lower quality and a greater on-paper velocity than typically developing children during the learning test. As to transfer, DCD children were able to transfer their learning, even in the presence of a dysgraphia. Only in the case of the second, more distant, transfer task, the presence of a severe dysgraphia led to an increase in velocity and in fluency, and a decrease in the number of stops, in addition to the lower quality. This pattern is typical of handwriting in DCD children with dysgraphia. Conclusions: The acquisition of de novo graphomotor skills depends on the presence and severity of a dysgraphia associated with DCD, but not on the severity of other motor impairments. The further transfer of these skills is preserved in DCD children. Full article

Parkinson’s disease (PD) is a progressive neurodegenerative disorder that impairs motor function, including the fine motor control required for handwriting. Traditional diagnostic methods often lack sensitivity and objectivity in the early stages, limiting opportunities for timely intervention. There is a growing need for non-invasive, accessible tools capable of capturing subtle motor changes that precede overt clinical symptoms. Among early PD manifestations, handwriting impairments such as micrographia have shown potential as digital biomarkers. However, conventional handwriting analysis remains subjective and limited in scope. Recent advances in artificial intelligence (AI) and machine learning (ML) enable automated analysis of handwriting dynamics, such as pressure, velocity, and fluency, collected via digital tablets and smartpens. These tools support the detection of early-stage PD, monitoring of disease progression, and assessment of therapeutic response. This paper highlights how AI-enhanced handwriting analysis provides a scalable, non-invasive method to support diagnosis, enable remote symptom tracking, and personalize treatment strategies in PD. This approach integrates clinical neurology with computer science and rehabilitation, offering practical applications in telemedicine, digital health, and personalized medicine. By capturing dynamic features often missed by traditional assessments, AI-based handwriting analysis contributes to a paradigm shift in the early detection and long-term management of PD, with broad relevance across neurology, digital diagnostics, and public health innovation. Full article

In Switzerland, psychomotor therapy (PMT) is a standard treatment for children with graphomotor impairments, but scientific evidence of its effectiveness is rare. To investigate the effectiveness of PMT, we conducted a randomised field trial (RFT). The sample consisted of 121 first and second graders with graphomotor impairments, some of whom met the criteria of developmental coordination disorder, while the remaining suffered from developmental dysgraphia. The treatments lasted over 5 months. Handwriting fluency and consistency were measured five times on a digitising tablet. All participating children completed a self-concept interview, and a standardised fine motor performance test twice. Psychomotor therapy significantly improved the fine motor skills of the therapy group compared to those of the waiting group. However, there was no evidence that the treated children improved more than the waiting children in terms of their graphomotor skills such as frequency, automaticity, and consistency of forming letters. Finally, the children of the therapy group showed partial improvements in their handwriting self-concept, while those of the waiting group children remained stable. This short-term RFT demonstrated the effectiveness of PMT in terms of fine motor skills and some aspects of the handwriting self-concept but showed no effects on handwriting fluency and consistency. Full article

Data were collected for this study early in the school year to analyze the direct and indirect effects of word-level literacy skills (word recognition, spelling, and written vocabulary use) and handwriting fluency on writing quality across three genres of typewritten papers. We further explored whether typing fluency and text generation fluency mediated the effects. Finally, we examined whether there was any difference in the effects across three writing genres. Fourth and fifth graders (N = 175) from 21 typical classrooms in 12 different Midwestern U.S. schools participated. Regression path analyses were employed and revealed that word-level literacy skills had both significant direct and serial indirect effects on quality, via typing fluency and then text generation fluency (text length) when controlling for handwriting fluency. Further, handwriting fluency had no direct effect when controlling for word-level literacy skills but did have a significant serial indirect effect on writing quality via typing fluency then text generation fluency. Results indicate that handwriting fluency matters, even when composing on the computer. Stronger transcription fluency, particularly by hand, leads to higher quality writing, likely because less cognitive effort is devoted to transcription. This study adds to limited research on the cross-modal effects of transcription on writing quality. Full article

This pilot study presents the effects on acquisition of pre-writing skills of educational activities targeting visual-motor integration and fine motor skills on a convenient sample of first graders. After a 10-week intervention program, visual perceptual skills and fine motor control were tested on 13 six-year-old aged children. Participants completed the Beery-Buktenica VMI and the manual dexterity scale of the Movement ABC-2 at baseline (T1), after the intervention program (T2), and one month after the end of the educational activities (T3). Children’s writing pressure, frequency, and automaticity were measured using a digitizer during the administration of name writing test at T1, T2, and T3. The purpose of the study was to investigate changes in visual-perceptual abilities and fine motor skills after the intervention program and examine correlational effects on children’s kinematic writing performances. Findings reveal that educational activities impacted positively on children’s visual motor coordination component of writing improving VMI scores. No statistically significant difference was detected across the three time points on students’ manual dexterity skills. Measurement of writing kinematics allows to report and document variations in children’s writing during intervention. This pilot study discusses these findings and their implications for the field on early childhood acquisition of foundational skills for handwriting. It also proposes potential topics for future research on this field. Full article