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PubMed1992

Relationship of finger function to beginning writing: application to diagnosis of writing disabilities.

Finger function tasks designed to elicit soft neurological signs or to measure sensory-motor integration were administered to 100 first-, 100 second- and 100 third-grade children as part of a multivariate study of normal writing acquisition in an unreferred sample. The finger-succession task--a measure of motor planning and programming of complex, sequential movements--had the best reliability and validity for assessing handwriting and composition. However, of the developmental measures, the alphabet task--requiring the child to retrieve and produce alphabet letters in sequence, thereby integrating orthographic symbols and motor output--had the best concurrent validity for assessing handwriting, spelling and composition. The authors recommend that clinicians use the finger-succession and alphabet tasks for early identification of 'at-risk' children in order to prevent severe writing disabilities later in development.

Age Factors↗

PubMed1992

Writing instruction from a sociocultural perspective: the holistic, dialogic, and social enterprise of writing.

This article considers the sociocultural perspective as a framework for writing instruction. Four assumptions of the perspective are examined and illustrated: Writing is a holistic cognitive activity; cognitive processes are learned in dialogic interactions with others; cognitive development occurs in students' zones of proximal development; and knowledge construction is a social and cultural phenomenon.

Child↗

PubMed1989

Writing disorders and their relationship to reading-writing methods: a longitudinal study.

This study was designed to investigate some writing disorders shown by children who have been taught by different methods of reading and writing. Methods differ in that some emphasize the processes of decoding bottom-up (e.g., syllabic and phonic method) while others stress top-down processes, that is, they put greater emphasis on meaning (e.g., global-natural method). A longitudinal study using a sample of 260 school children was performed. The children were of both sexes from public and private schools and from different socioeconomic backgrounds. It was found that the pupils who learn by a global-natural method make errors that relate more to reproductive aspects of information. In contrast, the pupils who learned by the phonic and syllabic methods made more errors of meaning.

Child↗

PubMed1988

Writing about psychoanalysis: I. Analysts who write and those who do not.

This study of analysts' writing consists of two parts. In the following paper, I describe the difficulties facing the practicing analyst who wishes to lecture and publish his findings and ideas, whether or not he intends to cite clinical examples. I make some suggestions directed toward overcoming those (largely internal) obstacles. In a second paper, I shall discuss a special problem, concern over how our lecturing or publishing affects the analytic progress of our patients, especially with respect to analysis of the transference.

Humans↗

PubMed1995