Handwriting and Dysgrafia: Relation and Assessment

Monique Herrera Cardoso and Simone Aparecida Capellini (Editors)
São Paulo State University “Júlio de Mesquita Filho” (UNESP), Marília, São Paulo, Brazil

Series: Speech and Language Disorders
BISAC: EDU026020

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Handwriting and Dysgrafia: Relation and Assessment presents (in eleven chapters no less) the interdisciplinary perspective and relation between handwriting and dysgraphia. Therefore, in organizing this e-book, the authors think about how it would be possible, through their experiences with the care of students with dysgraphia complaints in the Investigation Learning Disabilities Laboratory at the Speech and Hearing Sciences Department (São Paulo State University “Júlio de Mesquita Filho” – UNESP – Marília, São Paulo, Brazil), to assist educators as well as health and education professionals to broaden their knowledge of the clinical and educational characteristics of students with dysgraphia.

Preface

Chapter 1. The Process of Acquisition and Development of Handwriting
(Simone Aparecida Capellini and Monique Herrera Cardoso, Full-Professor at Department of Speech and Hearing Sciences, São Paulo State University “Júlio de Mesquita Filho” (UNESP), Marília, São Paulo, Brazil, and others)

Chapter 2. Transcultural Adaptation of the Here's How I Write (HHIW) Assessment Tool for Brazilian Children
(Juliana Flores Mendonça Alves, Adriana Maria Valladão Novais Van Petten, Ana Amélia Cardoso, Lívia de Castro Magalhães, Collaborator of the Laboratory of Studies on Learning Disorders (LETRA), HC / Universidade Federal de Minas Gerais, UFMG, Belo Horizonte, Minas Gerais, Brazil, and others)

Chapter 3. Assessment of the Handwriting Quality: An Instrument for the Brazilian Educational Context
(Adriane Guzman Pasculli Milani, Cynthia Yukiko Hiraga and Ana Maria Pellegrini, São Paulo State University “Júlio de Mesquita Filho” (UNESP), Graduate Program in Human Development and Technologies, Biosciences Institute, Campus of Rio Claro (Rio Claro), Brazil, and others)

Chapter 4. Understanding, Diagnosis and Intervention in Dysgraphia
(José Alexandre Bastos, Boots Cat Project, São José do Rio Preto Medical School (FAMERP), São José do Rio Preto, Brazil, and others)

Chapter 5. Application of the Detailed Assessment of Speed of Handwriting (DASH) to Brazilian Students
(Monique Herrera Cardoso, and Simone Aparecida Capellini, Graduate Student at Education Program. São Paulo State University “Júlio de Mesquita Filho” (UNESP), Marília, São Paulo, Brazil, and others)

Chapter 6. The Quality of Handwriting of Elementary School Students II: A Comparison between Boys and Girls
(Monique Herrera Cardoso, Gabriela Franco dos Santos Liporaci and Simone Aparecida Capellini, Graduate Student Education Program, São Paulo State University “Júlio de Mesquita Filho” (UNESP), Marília, São Paulo, Brazil, and others)

Chapter 7. Handwriting and Orthographic Learning
(Esmeralda Sandra Santos Damasceno, Mirian Aratangy Arnaut, Valéria de Cássia Marques, Clara Regina Brandão de Avila, Graduate Program in Human Communication Disorders, Federal University of São Paulo (UNIFESP), São Paulo, Brazil, and others)

Chapter 8. The Speed and Legibility of Handwriting in Dyslexic Students
(Monique Herrera Cardoso, Natália Lemes dos Santos, Simone Aparecida Capellini, Graduate Student at Education Program. São Paulo State University “Júlio de Mesquita Filho” (UNESP), Marília, São Paulo, Brazil, and others)

Chapter 9. The Relationship between Viso-Motor Skills and Handwriting in Students with Dyslexia
(Simone Aparecida Capellini, Flávia Santana Serrão, Noemi Del Bianco, Giseli Donadon Germano and Catia Giaconi,Full Professor at Department of Speech and Hearing Sciences, São Paulo State University “Júlio de Mesquita Filho” (UNESP), Marília, Brazil, and others)

Index

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