The Effect of Attention Training on Academic Performance in Students with Dysgraphia
DOI:
https://doi.org/10.63053/ijhes.75Keywords:
Dysgraphia,trainingAbstract
This study explores the impact of attention training on the academic performance of students diagnosed with dysgraphia. Dysgraphia, a specific learning disability, affects writing abilities, which can hinder academic success. By integrating attention training programs, this research aims to determine if such interventions can improve the academic outcomes for these students. The study employs a quasi-experimental design with a control group and an experimental group receiving the attention training intervention. Pre- and post-intervention assessments of academic performance and attention levels are analyzed to evaluate the effectiveness of the training.
References
Barkley, R. A. (1997). Behavioural inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65-94. https://doi.org/10.1037/0033-2909.121.1.65
Berninger, V. W., & Wolf, B. J. (2009). Teaching students with dyslexia and dysgraphia: Lessons from teaching and science. Brookes Publishing.
Kane, M. J., & Engle, R. W. (2003). The role of prefrontal cortex in working-memory capacity, executive attention, and general fluid intelligence: An individual-differences perspective. Psychonomic Bulletin & Review, 9(4), 637-671. https://doi.org/10.3758/BF03196323
Posner, M. I., & Rothbart, M. K. (2007). Research on attention networks as a model for the integration of psychological science. Annual Review of Psychology, 58, 1-23. https://doi.org/10.1146/annurev.psych.58.110405.085516
Swanson, H. L., & Siegel, L. (2001). Learning disabilities as a working memory deficit. Issues in Education, 7(1), 1-48. https://doi.org/10.3102/00346543070002001
Tannock, R. (2008). Attention deficit hyperactivity disorder: Advances in cognitive, neurobiological, and genetic research. Journal of Child Psychology and Psychiatry, 39(1), 65-99. https://doi.org/10.1111/1469-7610.00325
Shaywitz, S. E., Shaywitz, B. A., Fulbright, R. K., Skudlarski, P., Mencl, W. E., Constable, R. T., ... & Gore, J. C. (2003). Neural systems for compensation and persistence: Young adult outcome of childhood reading disability. Biological Psychiatry, 54(1), 25-33.
McTigue, E. M., Solari, E. J., & Young, M. E. (2016). Effects of a direct instruction writing program among children in grades 1 to 3. Journal of Educational Psychology, 108(2), 229-241.
Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., Dahlström, K., ... & Westerberg, H. (2005). Computerized training of working memory in children with ADHD – a randomized, controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 44(2), 177-186.
Swanson, H. L. (2011). Working memory, attention, and mathematical problem solving: A longitudinal study of elementary school children. Journal of Educational Psychology, 103(4), 821-837.
Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106(1), 20-29
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
The journal is licensed under a Attribution 4.0 International (CC BY 4.0).
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution - You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions - You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
