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Dysgraphia Intervention : = A Mixed-Methods Examination of A Dyslexic Dysgraphia and Motor Dysgraphia Intervention.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Dysgraphia Intervention :/
Reminder of title:	A Mixed-Methods Examination of A Dyslexic Dysgraphia and Motor Dysgraphia Intervention.
Author:	Pankey, Rachelle Hallmark.
Description:	1 online resource (154 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-08, Section: B.
Contained By:	Dissertations Abstracts International84-08B.
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30381345click for full text (PQDT)
ISBN:	9798374407396

Dysgraphia Intervention : = A Mixed-Methods Examination of A Dyslexic Dysgraphia and Motor Dysgraphia Intervention.
Pankey, Rachelle Hallmark.

Dysgraphia Intervention :A Mixed-Methods Examination of A Dyslexic Dysgraphia and Motor Dysgraphia Intervention. - 1 online resource (154 pages)

Source: Dissertations Abstracts International, Volume: 84-08, Section: B.

Thesis (Ed.D.)--Sam Houston State University, 2022.

Includes bibliographical references

This dissertation investigated the efficacy of an eight-week dysgraphia intervention, created to address dyslexic dysgraphia and motor dysgraphia. Following multiple case study and mixed-methods designs, the researcher quantitatively assessed the copying fluency and compositional fluency for three high school male participants prior to and after six weeks of intervention activities. Intervention activities included preliminary conversation, gross motor skills activities, fine motor skills activities, writing process instruction, and metacognitive discussion. The participants also responded to a survey which elicited quantitative (32 Likert scale statements) and qualitative (4 open-ended questions) data to assess their perceptions of the intervention. Analysis of the quantitative data indicated varying gains and losses in writing fluency but an overall favorable perception of the intervention. The participants responded positively to approximately 78.13% of the Likert scale statements. Content analysis of the open-ended questions indicated that the participants perceived the intervention as an aid to their ability to compose written text. While not every participant experienced an increase in both copying and composing fluency, the intervention did produce some increases for two participants. These findings indicate that further study of this intervention is necessary to determine its generalizable and transferable efficacy for other ages, genders, and educational settings.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798374407396Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

DysgraphiaIndex Terms--Genre/Form:

542853
Electronic books.

Dysgraphia Intervention : = A Mixed-Methods Examination of A Dyslexic Dysgraphia and Motor Dysgraphia Intervention.
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504 $a Includes bibliographical references
520 $a This dissertation investigated the efficacy of an eight-week dysgraphia intervention, created to address dyslexic dysgraphia and motor dysgraphia. Following multiple case study and mixed-methods designs, the researcher quantitatively assessed the copying fluency and compositional fluency for three high school male participants prior to and after six weeks of intervention activities. Intervention activities included preliminary conversation, gross motor skills activities, fine motor skills activities, writing process instruction, and metacognitive discussion. The participants also responded to a survey which elicited quantitative (32 Likert scale statements) and qualitative (4 open-ended questions) data to assess their perceptions of the intervention. Analysis of the quantitative data indicated varying gains and losses in writing fluency but an overall favorable perception of the intervention. The participants responded positively to approximately 78.13% of the Likert scale statements. Content analysis of the open-ended questions indicated that the participants perceived the intervention as an aid to their ability to compose written text. While not every participant experienced an increase in both copying and composing fluency, the intervention did produce some increases for two participants. These findings indicate that further study of this intervention is necessary to determine its generalizable and transferable efficacy for other ages, genders, and educational settings.
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