The Relationship between Cognitive and Behavioral Features and the Trajectory of Children with Writing Difficulties

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Other Title
  • 書字困難児の認知行動的特徴と経過との関連について
  • ショジ コンナンジ ノ ニンチギョウ ドウテキ トクチョウ ト ケイカ ト ノ カンレン ニ ツイテ

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Abstract

When children with writing difficulties are handled inappropriately, their resistance to writing may increase and lead to a diminished motivation for learning. This study aimed to investigate the relationship between cognitive and behavioral features and the trajectory of four elementary school children with writing difficulties. Results showed that common cognitive difficulties these children struggled with were working memory, fine motor skills, visual-motor integration, visual perception, and persistence of attention. Also commonly observed was a decline in self-esteem, reducing their learning motivation around the third grade of elementary school. These attitudes are believed to arise because the kanji they learn become more complex in the third grade of elementary school, and they are able to view themselves objectively. Furthermore, in terms of behavioral difficulties, it was suggested that hyperactivity and interpersonal challenges hamper identification of the cause of the maladjustment and they receive writing support too late, making it significantly more difficult to improve resistance to writing and learning motivation. Therefore, it seems important to provide support for these children as early as possible, even if they have hyperactivity and interpersonal issues.

Journal

  • 子ども発達臨床研究

    子ども発達臨床研究 17 23-31, 2023-03-24

    Research and Clinical Center for Child Development, Faculty of Education, Hokkaido University

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