Reading, phonological memory and handwriting develop in parallel in the first years of school : evidence from a cross-sectional study
Pagliarini, Elena (Università di Padova)
Stucchi, Natale (Università di Milano-Bicocca)
Vernice, Mirta (Università di Urbino)
Guasti, Maria Teresa (Università di Milano-Bicocca)

Fecha:	2022
Descripción:	22 pàg.
Resumen:	This study attempt to bring together the investigation of reading and writing, which have been traditionally considered separately. In particular, our cross-sectional study aimed at outlining the developmental trajectory of reading abilities and handwriting kinematic aspects of children in their first years of school. We collected reading, phonological memory and handwriting data from 102 Italian monolingual children ranging from Grade 1 to Grade 4 of primary school. Reading skills and phonological memory were assessed by means of standardized tests, whereas handwriting was assessed through the examination of a set of kinematic and dynamic descriptors collected by means of a digitizing tablet. The results of the present study provide evidence for a parallel developmental pathway of reading, phonological memory and handwriting (considering the motor features, not the spelling). The implications of these findings are discussed in the context of the understanding of developmental disorders and the influence of handwriting in learning to read.
Derechos:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Lengua:	Anglès
Documento:	Article ; recerca ; Versió publicada
Materia:	Reading ; Handwriting ; Kinematic analysis ; Development ; Language acquisition
Publicado en:	Graphos. Rivista internazionale di pedagogia e didattica della scrittura, Vol 1 (2022) , p. 119-140

DOI: 10.4454/graphos.13

22 p, 999.2 KB

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