Dysgraphia in Egyptian dyslexic children: related abilities to writing performance in Arabic

Authors

  • Neveen Hassan Nashaat Learning Disability Research Clinic, Medical Research Centre of Excellence, National Research Centre, Cairo, Egypt. Research on Children with Special Needs Department, Medical Research Division, National Research Centre, Cairo, Egypt. Phoniatric Research Clinic, Medical Research Centre of Excellence, National Research Centre, Cairo, Egypt
  • Ayman Kilany Learning Disability Research Clinic, Medical Research Centre of Excellence, National Research Centre, Cairo, Egypt. Research on Children with Special Needs Department, Medical Research Division, National Research Centre, Cairo, Egypt. Pediatric Neurology Research Clinic, Medical Research Centre of Excellence, National Research Centre, Cairo, Egypt.
  • Haytham Mohamad Hasan Learning Disability Research Clinic, Medical Research Centre of Excellence, National Research Centre, Cairo, Egypt. Research on Children with Special Needs Department, Medical Research Division, National Research Centre, Cairo, Egypt. Psychiatry Research Clinic, Medical Research Centre of Excellence, National Research Centre, Cairo, Egypt
  • Suzette Ibrahim Helal Learning Disability Research Clinic, Medical Research Centre of Excellence, National Research Centre, Cairo, Egypt. Research on Children with Special Needs Department, Medical Research Division, National Research Centre, Cairo, Egypt. Neurology Research Clinic, Medical Research Centre of Excellence, National Research Centre, Cairo, Egypt.
  • Ola Hosny Gebril Learning Disability Research Clinic, Medical Research Centre of Excellence, National Research Centre, Cairo, Egypt. Research on Children with Special Needs Department, Medical Research Division, National Research Centre, Cairo, Egypt
  • Ehab Ragaa Abdelraouf Learning Disability Research Clinic, Medical Research Centre of Excellence, National Research Centre, Cairo, Egypt. Research on Children with Special Needs Department, Medical Research Division, National Research Centre, Cairo, Egypt

DOI:

https://doi.org/10.56511/JIPBS.2016.v3.i04.pp110-115

Abstract

Objectives: This study aims to find out the cognitive and linguistic abilities related to writing skills in a sample of Egyptian children with developmental dyslexia. The identification of such abilities will add to the understanding of the neurobiological basis of writing development and proper construction of rehabilitation programs for children manifesting both dyslexia and dysgraphia. Material and Methods: Fifty Egyptian native Arabic speaking children (age: 8.43±1.27; IQ:97.04±6.3) participated in this study. They were diagnosed to have a reading disorder (developmental dyslexia) according to the criteria of DSM-IV-TR.  The Arabic dyslexia assessment test, the Illinois test of psycholinguistic abilities (Arabic version) and the phonological awareness test were among the tests used for their assessment. Correlation between the scores of their writing (copying) performance and the other cognitive, linguistic and motor abilities was performed. Results: The forms of handwriting difficulties among the participants were specified.  The rapid naming semantic function, the motor control, the phonological awareness and the auditory and visual processing abilities were correlated with the writing performance of the participants. The syntactic and auditory memory skills along with some other abilities did not show associations with their writing scores. Conclusion: The correlation outputs emphasize the role of phonological awareness, visual and motor skills in Arabic writing performance.  Special attention should be paid for enhancing the abilities related to writing performance in dyslexic children during the remediation plans designed for such individuals. 

Keywords:

Dysgraphia, dyslexia, handwriting, related abilities, Arabic language

Downloads

Download data is not yet available.

References

Berninger V, Abbott R, Cook CR and Nagy W: Relationships of attention and executive functions to oral language, reading, and writing skills and systems in middle childhood and early adolescence. J Learn Disabil 2016; Jan 8. pii: 0022219415617167.

Hawke JL, Olson RK, Willcut EG, Wadsworth SJ and DeFries JC: Gender ratios for reading difficulties. Dyslexia 2009; 15:239-242.

Katusic SK, Colligan RC, Weaver AL and Barbaresi WJ: The forgotten learning disability: epidemiology of written - language disorder in a population - based birth cohort (1976 - 1982), Rochester, Minnesota. Pediatrics 2009; 123:1306 - 1313.

Döhla D and Heim S: Developmental dyslexia and dysgraphia: What can we learn from the one about the other? Front Psychol 2016; 6: 1 - 12.

Farrag AF, Shaker H, Hamdy NA and Wafaa MA: Clinical characteristics of population of dyslexic children in Assiut, Egypt. Neuroepidemiology 1995, 14:92-99.

Ahmed H, Radwan S, Saber A, Shoeib R and El shoubary A: Learning disabilities: prevalence and its impact on primary school children. The Egyptian Journal of Community Medicine 2003; 21:31-52.

Mohamed W, Landerl K and Elbert T: An epidemiological survey of specific reading and spelling disabilities in Arabic speaking children in Egypt. Handbook of Arabic Literacy Volume 9 of the series Literacy Studies 2014; 9: 99-117.

Berninger VW and May MO.: Evidence - based diagnosis and treatment for specific learning disabilities involving impairments in written and/or oral language. J Learn Disabil 2011; 44:167 - 83.

Berninger V, Richards T and Abbott R: Differential diagnosis of dysgraphia, dyslexia, and OWL LD: behavioral and neuroimaging evidence. Reading and Writing 2015; 28: 1119-1153.

Saiegh-Haddad, E: Linguistic distance and initial reading acquisition: The case of Arabicdiglossia. Applied Psycholinguistics 2003; 24: 431-451.

Glass L, Graham DM, Akshoomoff N and Mattson SN: Cognitive factors contributing to spelling performance in children with prenatal alcohol exposure. Neuropsychology 2015; 29:817-828.

Omar W, Nasir M, Yahaya M and Halim Z: ImprovingArabic writing skills “JawlahLughawiyyah”: an analysis. In M.A. Abdullah et al. (eds.), Regional Conference on Science, Technology and Social Sciences (RCSTSS 2014), Singapore, Springer Science+Business Media, 2016; 971-980.

Aboras Y, Elbanna M, Abdou R and Salama H.: Development of a remediation program for Egyptian dyslexic children. Alexandria Journal of Medicine 2012; 48: 147-154.

American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders (4th edition-Text revised). Washington DC, American Psychiatric Association; 2000.

Thorndike RL, Hagen EP and Sattler JM: Stanford-Binet Intelligence Scale. (4th Edition). Chicago, Riverside Publishing; 1986.

Melika L: Stanford Binet Intelligence Scale (4th Arabic version). (2nd edition). Cairo, Victor Kiorlos Publishing; 1998.

Sheehan DV andJanavs J: Mini International Neuropsychiatric Interview for Children / adolescents (M.I.N.I. Kid). Tampa, University of South Florida, College of Medicine; 1998.

Ghanem MH, Ibrahim M, El-Behairy AA and El Merghany H: Mini International Neuropsychiatric Interview for Children / adolescents (M.I.N.I. Kid), Arabic version. (1st edition). Cairo, Ain-Shams University, Institute of Psychiatry; 2000.

Fawcett AJ and Nicolson RI: Dyslexia assessment test. New York, The Psychological Corporation, A Harcourt Brace & Co. Ltd; 1996.

Aboras Y, Abdou R andKozou H: Development of an Arabic test for assessment of dyslexia in Egyptian children. Bull Alexandria Fac 2008; 44: 653-662.

Kirk S, McCarthy J and Kirk W: The Illinois test of psycholinguistic abilities. Urbana, IL, University of Illinois Press; 1986.

El-Sady S, El-Shobary A, Rifaie N andAzzam A: Illinois test of psycholinguistic abilities. Master thesis. Ain – Shams University, Department of Otorhinolaryngology, Phoniatrics unit; 1996.

El-Sady S, El-Shoubary A, El-Assal N, Abou-Elsaad T andAfsah O: Development of a screening test battery for assessing phonological awareness in Arabic-speaking children in the early elementary grades. Ain Shams Med J 2011; 62: 95-103.

El-Sady S, El-Shoubary A, El-Assal N, Abou-Elsaad T, Afsah O: The Efficacy of A Language-based Training Program as a Phoniatric Approach for Remediation of Egyptian Learning-Disabled Children. PhD thesis. Ain-Shams University, Department of Otorhinolaryngology, Phoniatrics unit; 2011.

Cornhill H. and Case-Smith J: Factors that relate to good and poor handwriting. American Journal of Occupational Therapy 1996; 50: 732 – 739.

Rosenblum S, Weiss P and Shula Parush S: Handwriting evaluation for developmental dysgraphia: Process versus product Reading and Writing. Reading and Writing 2004; 17: 433-458.

Richards T, Grabowski T, Boord P, Yagle K, Askren M, Mestre Z, Robinson P, Welker O, Gulliford D, Nagy W andBerninger V: Contrasting brain patterns of writing-related DTI parameters, fMRI connectivity, and DTI – fMRI connectivity correlations in children with and without dysgraphia or dyslexia NeuroImage 2015; 8: 408-421.

Omar M: The acquisition of Egyptian Arabic as a native language. The Hague, Mouton. 1973.

Gallagher A, Frith U andSnowling M: Precursors of literacy delay among children at genetic risk of dyslexia. Journal of Child Psychology and Psychiatry and Allied Disciplines 2000; 41: 203-213.

Peterburs J and Desmond J: The role of the human cerebellum in performance monitoring. Current Opinion in Neurobiology 2016; 40: 3844.

Planton S, JuclaM, Roux F andDémonet J: The “handwriting brain”: A meta-analysis of neuroimaging studies of motor versus orthographic processes. Cortex 2013; 49: 2772-2787.

Boros M, Anton J, Pech-Georgel C, Grainger J, Szwed M and Ziegler J: Orthographic processing deficits in developmental dyslexia: Beyond the ventral visual stream. NeuroImage 2016; 128: 316-327.

Lobier M, Peyrin C, Pichat C, Le Bas JF and Valdois S: Visual processing of multiple elements in the dyslexic brain: evidence for a superior parietal dysfunction. Front Hum Neurosci 2014; 8:479.

Hassan E: Central auditory functions in primary school children with and without phonological awareness problems. Egyptian Journal of Ear, Nose, Throat and Allied Sciences 2013; 14: 137-142.

Pennington B,Santerre-Lemmon L, Rosenberg J, MacDonald B, Boada R, Friend A, et al.: Individual prediction of dyslexia by single vs. multiple deficit models. J Abnorm Psychol 2012; 121: 212 – 224.

Backes W, Vuurman E, Wennekes R, Spronk P, Wuisman M, van Engelshoven J and Jolles J: Atypical brain activation of reading processes in children with developmental dyslexia. J Child Neurol 2002; 17: 867871.

Pugh K, Landi N, Preston J, EinarMencl W, Austin A, Sibley D, Fulbright R, Seidenberg M, Grigorenko E, Constable R, Molfese P, Frost S: The relationship between phonological and auditory processing and brain organization in beginning readers. Brain and Language 2013; 125: 173183.

Published

05-10-2016
Statistics
256 Views | 190 Downloads

How to Cite

Nashaat, N. H., Ayman Kilany, H. M. Hasan, S. I. Helal, O. H. Gebril, and E. R. Abdelraouf. “Dysgraphia in Egyptian Dyslexic Children: Related Abilities to Writing Performance in Arabic”. Journal of Innovations in Pharmaceutical and Biological Sciences, vol. 3, no. 4, Oct. 2016, pp. 110-5, doi:10.56511/JIPBS.2016.v3.i04.pp110-115.

Issue

Section

Research Article