The ability to communicate with written language is critical for success in school and in the workplace. Unfortunately, many children suffer from developmental dysgraphia—impairment in acquiring spelling or handwriting skills—and this form of impairment has received relatively little attention from researchers and educators. This volume brings together, for the first time, theoretically grounded and methodologically rigorous research on developmental dysgraphia, presented alongside reviews of the typical development of spelling and writing skills. Leading experts on writing and dysgraphia shed light on different types of impairments that can affect the learning of spelling and writing skills, and provide insights into the typical development of these skills. The volume, which contributes both to the basic science of literacy and to the applied science of diagnosing and treating developmental dysgraphia, should interest researchers, educators, and clinicians. This book was originally published as a special issue of Cognitive Neuropsychology.
Table of Contents
1. Developmental dysgraphia: An overview and framework for research Michael McCloskey and Brenda Rapp
2. Learning to spell: Phonology and beyond Rebecca Treiman
3. Developmental graphemic buffer dysgraphia in English: A single case study Kristina Barisic, Saskia Kohnen and Lyndsey Nickels
4. Do reading and spelling share orthographic representations? Evidence from developmental dysgraphia Christopher Hepner, Michael McCloskey and Brenda Rapp
5. Lexical decision performance in developmental surface dysgraphia: Evidence for a unitary orthographic system that is used in both reading and spelling Andreas Sotiropoulos and J. Richard Hanley
6. Lexical processing and distributional knowledge in sound–spelling mapping in a consistent orthography: A longitudinal study of reading and spelling in dyslexic and typically developing children Chiara Valeria Marinelli, Pamela Cellini, Pierluigi Zoccolotti and Paola Angelelli
7. Motor control of handwriting in the developing brain: A review Sarah Palmis, Jeremy Danna, Jean-Luc Velay and Marieke Longcamp
8. Understanding handwriting difficulties: A comparison of children with and without motor impairment Mellissa Prunty and Anna L. Barnett
9. The impact of developmental dyslexia and dysgraphia on movement production during word writing Sonia Kandel, Delphine Lassus-Sangosse, Géraldine Grosjacques and Cyril Perret
Brenda Rapp is Professor of Cognitive Science at Johns Hopkins University, USA, and editor-in-chief of the journal Cognitive Neuropsychology.
Michael McCloskey is Professor of Cognitive Science at Johns Hopkins University, USA.