1. WRITING DISORDERS
Realizado por Agustina Maldonado
Tutora: Dra. Lidia Taillefer de Haya
Grado en Estudios Ingleses
Asignatura Trabajo Fin de Grado

2. INTRODUCTION
First studies : 1800s
Limited research
Goals:
1) Analyse writing
disorders
2) Technology success

3. SECTIONS
A. Literature Review
B. Methodology
C. Field of Work
I. Models of Spelling
II. Writing Disorders
III. Dysgraphia & other Disorders
IV. Treatments & Technology

4. LITERATURE REVIEW
 End of the 19th Century L.V. Marcé
AGRAPHIA > DYSGRAPHIA
 Central Dysgraphia
 Peripherical Dysgraphia
 Writing Speech disorders
 1970s Information Processing Approach
Phonological Constructivist Statistic-Learning
Approach Approach Approach

5. Presyllabic
Stage
Syllabic
Stage
Alphababetic
Stage
Pre-
alphabetic
Stage
Full
Alphabetic
Stage
Transitional
Stage
Correct
Stage
Phonological Approach
The Constructivist Approach
The Statistic-Learning Approach
 Simultaneous learning
 Children’s writing as result of their exposure

6. METHODOLOGY
 Qualitative approach
 Main sources:
 Online Platform Taylor & Francis
 University of Silesia (Poland)

7. FIELD OF WORK
Writing vs. Speech Production
Developed Acquired
Planning
Building syntactic structures
Looking for right words & movements

8. MODELS OF SPELLING
 They try to explain how a spoken input is turned
into a written one.
1. Dual Route Model of Spelling
2. Triple Route Model of Spelling
3. Interactive Activation (IA)
4. Triangle Model

9. Dual Route
Model of Spelling
(Graham, 2014, p. 3)

10. Triple Route Model of Spelling
(Weekes et al., 2003, p. 566)

11. Interactive
Activation
Triangle Model
(Weekes et al., 2003, p. 567) (Graham, 2014, p. 4)

12. WRITING DISORDERS
 Agraphia An acquired writing impairment due to brain or
physical damage
 Dysorthographia Difficulties understanding grammatical
rules due to pedagogical, emotional,
intellectual causes among others
 Dysgraphia A developmental writing disorder, “a writing
difficulty, specifically in automatically remembering and mastering
the sequence of muscle motors movements needed in writing letters
and numbers” (Reynolds et al., 2007, p. 771).
Phonological D.: affecting functional and non-words
Types Deep D.: Semantic errors (“Table”  “chair”)
Surface D.: phonological errors + spelling problems
(“cough”  “coff”)

13. DYSGRAPHIA & OTHER DISORDERS
 Dysgraphia & Dyslexia
 Plus reading impairment
 Dyslexic dysgraphic patients
 Dysgraphia & Aphasia
 Primary Progressive Aphasia (PPA)
 Semantic, Agrammatic and Logopenic variant
 Dysgraphia & Alzheimer
 Deficit in recent memory affecting stored letter sequencing
 Peripheral dysgraphia

14. TREATMENTS & TECHNOLOGY
1) Pre-treatment baseline
Spell-Study-Spell 2) Treatment
3) Follow up
Repetition
Voiced Recognition Software
Computers
Computer tasks

15. CONCLUSIONS
1) That there is a lack of attention to writing disorders
2) That the writing process is even more complex than speech
production
3) That most of the cases that have been documented show
remarkable improvements, even in patients with
neurodegenerative diseases
4) That treatments that use technologies have shown, proving our
hypothesis to be beneficial for patients.

16. WRITING DISORDERS
Realizado por Agustina Maldonado
Tutora: Dra. Lidia Taillefer de Haya
Grado en Estudios Ingleses
Asignatura Trabajo Fin de Grado
THANK YOU
FOR YOUR ATTENTION