دانلود مقاله ISI انگلیسی شماره 39413
عنوان فارسی مقاله

عملکرد خواندن و نوشتن کودکان 7-8 سال مبتلا به اختلال هماهنگی رشدی در تایوان

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
39413 2011 6 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
Reading and writing performances of children 7–8 years of age with developmental coordination disorder in Taiwan
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Research in Developmental Disabilities, Volume 32, Issue 6, November–December 2011, Pages 2589–2594

کلمات کلیدی
اختلال هماهنگی رشدی؛ اختلال یادگیری ؛ خواندن؛ نوشتن؛ پیشرفت تحصیلی
پیش نمایش مقاله
پیش نمایش مقاله عملکرد خواندن و نوشتن کودکان 7-8 سال مبتلا به اختلال هماهنگی رشدی در تایوان

چکیده انگلیسی

Developmental coordination disorder (DCD) refers to a delay in motor development that does not have any known medical cause. Studies conducted in English speaking societies have found that children with DCD display a higher co-occurrence rate of learning difficulties (e.g., problems in reading and writing) than typically developing (TD) children. The present study examined the reading and writing performance of school-aged children with DCD and TD children in Taiwan to determine whether reading and writing difficulties also co-occur with DCD in a non-English speaking society. The Chinese Reading Achievement Test and the Basic Reading and Writing Test were administered to 37 children with DCD (7.8 ± 0.6 years) and 93 TD children (8.0 ± 0.7 years). Children with DCD had significantly lower writing composite scores than TD children on the Basic Reading and Writing Test (105.9 ± 20.0 vs. 114.4 ± 19.9). However, there were no significant differences between children with DCD and TD children in their scores on the Chinese Reading Achievement Test and in their reading composite scores on the Basic Reading and Writing Test. These results contrasted interestingly with those obtained from English-speaking children: English-speaking DCD children showed poorer reading and poorer writing than English-speaking TD children. The possibility that the logographic nature of the Chinese script might have protected the DCD children against additional reading difficulty is discussed.

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