The relationship between visual—motor integration and handwriting skills in Arabic-speaking Egyptian children at the age of 4–6 years

Abstract Background Handwriting is a complex perceptual-motor skill that is dependent on the maturation and integration of a number of cognitive, perceptual, and motor skills. Aim To examine the relationship between visual–motor skills and handwriting skills (HS) in Arabic-speaking Egyptian children at the age of 4–6 years. Patients and methods Overall, 200 typically developing kindergarten and primary school Arabic-speaking children, in the age range of 4–6 years, were tested using a constructed battery for assessment of both visual–motor integration (VMI) and HS. Results and conclusion Performance on both VMI and HS tasks improved with age. Moreover, the older the child was, the lesser the duration for completion of the tasks. Copying lines was found to be the best predictor of copying letters, copying words, and copying numbers. Reliability and validity of the designed VMI and HS assessment battery proved to be excellent. VMI is an important prerequisite for Arabic HS

Children with developmental coordination disorder in the child rehabilitation: Motor problems anf comordibity

The purpose of this study was to describe the developmental problems of children in school age, referred to the child rehabilitation centre because of clumsiness. The results show that 63% met the criteria for the classification of developmental coordination disorder and these children with DC:D show severe motor problems. A third also showed an abnormal handwriting, classified as dysgraphic. Though verbal intelligence performance on psychological tests was average, full-scale intelligence lies below average due to low performance intelligence. Scores on a language test for children were average. Parents as well as teachers acknowledged withdrawal (16%) and behavioural problems at home (51%) and in school (28%). Low self-esteem was perceived by 25% of children. In 50% DCD was combined with ADHD (attention deficit hyperactivity disorder). Special education facilities were needed in 30%. We conclude that children with DCD referred to a child rehabilitation centre may form a subgroup of severe DCD, that is often restricted not only by severe motor problems, but also by limitations in cognitive performance, ADD and a tendency towards internalising behaviour. Motor problems may serve as a symptom or signal of more complex developmental disorders and should be recognised at an early age. It is important to start early comprehensive intervention