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Bakalauro baigiamajame darbe analizuojamos vaikų, turinčių disgrafiją, baimės. Tyrimas buvo atliktas 2-4 klasėse bendrojo lavinimo mokyklose: Plungės ,,Saulės” gimnazijoje (pradinio ugdymo skyriuje), Plungės Akademiko Adolfo Jucio pagrindinėje mokykloje, Plungės ,,Ryto” pagrindinėje mokykloje, Plungės ,,Babrungo” pagrindinėje mokykloje, Rietavo Lauryno Ivinskio gimnazijoje, Pasavalio rajono Daujėnų pagrindinėje mokykloje, Joniškio rajono Skaistgirio vidurinėje mokykloje. Tyrime dalyvavo ir anketavimo būdu buvo apklausti iš viso 122 respondentai, iš kurių 50 (27 berniukai ir 23 mergaitės) vaikų turėjo rašymo sutrikimų, 50 (26 berniukai ir 24 mergaitės) nesutrikusios raidos mokinių bei 23 pradinių klasių mokytojai. Anketos tiek mokiniams, tiek mokytojams buvo sudarytos remiantis moksline literatūra. / Bachelor's thesis examines fears of the children with dysgraphia. The study was conducted in grades 2-4 of mainstream schools: Plungė ,,Saulės” gymnasium (primary section), Plungė Academic Adolfas Jucys general school, Plungė ,,Ryto” general school, Plungė ,,Babrungo” general school, Rietavas Laurynas Ivinskis’ gymnasium, Pasavalys district Daujėnai general school, Joniškis district Skaistgiris secondary school. The study included questionnaires and a total of 122 respondents were interviewed, of whom 50 (27 boys and 23 girls) children had writing disorders, 50 (26 boys and 24 girls) had no disorders and 22 primary school teachers. Questionnaires both for pupils and teachers were made on the basis of scientific literature.

Effective writing rehabilitation for people with acquired dysgraphia following a stroke could lead to more opportunities to communicate, reduce isolation and improve quality of life. Previous research has suggested that both impairment-focused spelling therapies and assistive technologies can support writing rehabilitation, although the strength of the evidence is limited. The central aim of this PhD study was to investigate whether a combined approach to writing therapy, including impairment-based therapies and assistive technologies, could improve the email writing of participants with varying severity of acquired dysgraphia. An email writing assessment was developed for outcome measurement and data from 42 control participants were collated to determine the neuro-typical range of email writing performance on this task. A within-participants, multiple case design was used to evaluate the effects of two different approaches to therapy with participants with dysgraphia. In the first study, two impairment-based therapies (uni-modal and multi-modal) were compared with eight participants with dysgraphia and the effects of these on spelling accuracy of treated and untreated words were measured. The functional outcomes (email writing, written picture description, writing frequency and perception of disability) of these therapies were also investigated in a second study. The third study evaluated the effects of training eight participants with dysgraphia (six of whom had participated in the first two studies) to use an assistive writing technology for functional writing. There was a wide range of performance in neuro-typical participants on email writing, with both age and education emerging as determinants of performance. Within the clinical studies, there were no significant differences between uni-modal and multi-modal therapies with respect to spelling accuracy, but these lexical therapies led to significant improvements to accuracy of treated and untreated words, written picture description and word length within emails. Training and use of assistive writing software resulted in significant improvements in spelling accuracy and word length within emails. All participants with dysgraphia showed some responsiveness to intervention. Both impairment-based and compensatory approaches to writing rehabilitation were found to have benefit, although the effects varied across participants and outcome measures. This study has highlighted the need for further research into assessments and therapies for writing in aphasia, specifically focusing on candidacy for specific approaches to writing rehabilitation.

The purpose of the master's thesis is to describe and critically evaluate the learning aids, nowadays used to assist primary school children with specific learning disabilities (dyslexia, dysgraphia and dysorthographia) and eventually propose its possible improvements. The results of the research part are based on theoretical methodology and literature. In addition, some of the selected learning aids were tested on a small sample of pupils. To fulfill such goals, it was crucial to get oriented on the field of current tool portfolio for the pupils with given specific learning disabilities through relevant institutions, questionnaires and analysis of the tool market situation. The review and evaluation of the learning aids was finally done based on the outcome of the thesis research part.

This study examined the relationship of holistic scoring with handwriting legibility, spelling accuracy and number of T-units within compositions written by children in grades 3 through 6 using path analysis. A sample of 223 compositions was rated for handwriting legibility and composition quality, and coded for number of T-units and percentage of accurately spelled words. Number of T-units was consistently the strongest predictor of holistic scoring across the four grade levels. Handwriting legibility and spelling accuracy yielded varying results in different grade levels.

This study examined the relationship of holistic scoring with handwriting legibility, spelling accuracy and number of T-units within compositions written by children in grades 3 through 6 using path analysis. A sample of 223 compositions was rated for handwriting legibility and composition quality, and coded for number of T-units and percentage of accurately spelled words. Number of T-units was consistently the strongest predictor of holistic scoring across the four grade levels. Handwriting legibility and spelling accuracy yielded varying results in different grade levels.

The dissertation pursue learning malfunctions problematics and prevention by the elementary school students. I decided for this topic based on the experience with my bachelor thesis. Bachelor thesis was focused on learning malfunctions in general. The main goal is to provide the reader enough informations about this problem and offer practical solutions for prevention and correction. In the first part I described all the malfunctions theoretically, their diagnostics, reeducation and prevention. The further chapters are about the approach to education, family and school cooperation and advisory system. The second part comes from practical research. I introduced the special utility to prevent and minimalize the malfunctions. This utility was applied in practice based on the qualitative research by the standart observation method. The reader can find in the end of dissertation the final results of my research.

The thesis is divided into two parts - the theoretical and practical. The theoretical part describes the basic characteristics, symptoms and causes of specific learning disabilities {--} dyslexia, dysgraphia, dyscalculia and dysorthography. Deal with their diagnosis, remedy and methods how to work with children with SLD, what special tools to use what are the possibilities of integration. I have the current state of the three children with SLD and I consider the options for remedy in the practical part. The aim is to determine by questionnaire survey the tools used with working with children who have developmental learning difficulties.

This mixed methods study combining a single-subject experimental design with an embedded case study focuses on the impact of a visual treatment on the handwritten and typed output of a struggling male writer during his 5 th through 7 th grades who has undergone a longitudinal remedial phase of two and a half years creating text-only material as well as graphic novels (on paper, on the computer, and online). The purpose of this research was to develop and assess the effectiveness and practicability of a visual treatment in order to help this high-achieving student with excellent comprehension and oral skills but impaired execution of writing tasks to produce cohesive, well-organized stories within a given time. It was hypothesized that by breaking up the assignments into visual chunks (speech bubbles), taking away the threat of a blank page to be filled by text only, exercising his artistic capabilities, and fostering pride of authorship and achievement through (online) sharing, this treatment would improve the participant's written output in quality, quantity, and pace. The 6+1 Trait ® Writing Scoring Continuum (Northwest Regional Educational Laboratory, early 1980s) was employed to assess the participant's writing performance, and the Flanders Interaction Analysis Categories (FIAC) (Flanders, 1970) were used to note his on-task/off-task behavior and the categories of his responses during tutoring sessions. An auditor was employed to confirm the investigator's evaluations; if contradictions occurred, the artifact in question was omitted from the study. The participant underwent extensive educational assessment regarding his reading and writing predilections and habits prior to study begin (quantitative data) in the form of rating scales, such as the Classroom Reading Inventory, the Elementary Writing Attitude Scale, and others. He was further observed during clinical supervision (audio- and videotaping), and underwent qualitative assessment (content analysis of written output) during the study, and post-study performance tests (quantitative and qualitative data). Baseline graphs were employed to establish the traits of his writing behavior during all three experimental stages (pre-treatment, treatment, post-treatment), and tutor logs shed further light on the participant's feelings and behavior under each condition. The interwoven mixed data revealed that the participant enjoyed the tutoring sessions, and even cried twice when he missed one, but that his attention deficit and off-task behavior severely interfered with the organization and quantity of his written output. The Flanders analysis showed that the slightest distraction through his environment (tutor, second tutee, etc.) took his focus off his writing tasks, and that the tiniest thing out of order (e.g., a wrong digital display of the current time of day on his computer screen) could occupy his thoughts for minutes, or trigger an exaggerated outburst after half an hour. Flanders also confirmed, as the higher quality of his output had shown, that the boy was strongly motivated by what interested him (Star Wars), and that he would put extra care in the creation of corresponding tasks. It can be concluded that self-chosen material, and not the format of graphic novels, motivated the participant to work. The content analysis of his post-treatment essay as compared to his pre-treatment essay showed that he was able to finish it, that the length had augmented, that the chronological order of events was maintained thanks to having learned organization through panels, but that the creativity and ideas had declined. Finally, the analysis of The 6+1 Trait ® Writing Scoring Continuum, which examined ideas, organization, voice, word choice, sentence fluency, conventions, and presentation of ten writing samples per stage, showed that the participant had scored 30.2 in the pre-treatment stage, 29.2 in the treatment stage, and 32.8 in the post-treatment stage. Given that the participant had matured during the two and a half years of study, the gain was not important enough to justify a graphic novel intervention to improve the writing of this specific student. The astonishing low score in the easiest stage, the treatment stage itself (where he only had to fill in speech bubbles) was a result of the genre itself (which called for less descriptive written output) and of the fact that the participant thought this stage was “easy” (as per interview from 05/17/2011) and might have felt not sufficiently challenged. It can be concluded that the graphic novel treatment was effective in helping with the chronological organization within the participant's texts, but this goal could maybe also have been achieved by structuring through sub-headings or perhaps voice recordings of a list of steps. Due to the high off-task behavior and time consumption, this treatment would not be feasible in a classroom setting, but might work in a resource room. During the treatment, the participant revealed himself as auditory, not just visual learner, who was motivated by sound and music, especially in combination with his online Star Wars photo story; he was planning on an animated story with movie features. In the future, this highly articulate child would benefit from self-chosen writing tasks that include the creation of online stories with pictures, animation, and sound. His behavior needed more remediation than the quality of his written output. Future studies should investigate the effectiveness of writing workshops using graphic novels within the classroom setting, as proposed by Thompson (2008), and also assess the benefits of digital story-telling (Burke & Kafai, 2012) as an additional motivational factor, while putting special emphasis on students who display autistic and ADHD behavior.

This master thesis deals with the problems of Specific Learning Difficulties such as dyslexia, dysgraphia and dysorthography that show especially in the Czech language. The theoretical part concentrates on the personality of the student with Specific Learning Difficulties. It explains the term "Specific Learning Difficulties". The difficulties (mentioned above) and their symptoms are defined there too. It focuses on the aetiology of Specific Learning Difficulties, their diagnostics and re-educational principles. It also contains a short chapter about sense perception which is closely related to the re-education of Specific Learning Difficulties. The practical part offers the list of re-educational tools, methods and activities for the re-education of dyslexia, dysgraphia and dysorthography. This list is supplemented by the set of worksheets that can be used for example during the correction of Specific Learning Difficulties.