Evaluative Study of Executive Function (Planning) and Difficulties in Handwriting and Spelling among Students with Writing Learning Disabilities

Q4 Social Sciences

International Journal of Early Childhood Special Education Pub Date : 2024-07-08 DOI:10.48047/intjecse/v16i3.5

Wafa Belkhiri

引用次数: 0

Abstract

This investigation seeks to appraise executive function (specifically planning abilities) and to identify the presence of handwriting and spelling challenges among fourth-grade students diagnosed with writing learning disabilities. Furthermore, it explores the intricate association between the executive function of planning and the observed handwriting and spelling abilities within the sampled cohort.

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执行功能（规划）与写作学习障碍学生的手写和拼写困难的评估研究

本调查旨在评估执行功能（特别是计划能力），并确定被诊断有书写学习障碍的四年级学生是否存在手写和拼写方面的困难。此外，本研究还探讨了规划这一执行功能与抽样群体中观察到的书写和拼写能力之间的复杂联系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Early Childhood Special Education EDUCATION, SPECIAL-

自引率

0.00%

发文量

157

审稿时长

8 weeks

期刊介绍： International Journal of Early Childhood Special Education (INT-JECSE) is an online, open-access, scholarly, peer-reviewed journal offering scholarly articles on various issues of young children with special needs (0-8 age) and their families.The INT-JECSE publishes empirical research, literature reviews, theoretical articles, and book reviews in all aspects of Early Intervention (EI)/Early Childhood Special Education (ECSE).Studies from diverse methodologies, including experimental studies using group or single-subject designs, descriptive studies using observational or survey methodologies, case studies, and qualitative studies, are welcome.High technical quality in the design, implementation, and description, as well as importance to the field is required to be reviewed and published in the INT-JECSE.