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dc.contributor.authorHavaei, N
dc.contributor.authorRezaei, M
dc.contributor.authorRostami, HR
dc.date.accessioned2018-08-26T05:02:51Z
dc.date.available2018-08-26T05:02:51Z
dc.identifier.urihttp://dspace.tbzmed.ac.ir:8080/xmlui/handle/123456789/39151
dc.description.abstractBackground: Dysgraphia as a problem with handwriting, affects student's performance in school activities and participation. The purpose of the study was to compare dexterity and two-point discrimination of the hand between learning disabled students with dysgraphia and healthy students. Methods: Forty-three students with developmental dysgraphia and 55 normal students in grade two to four from special and regular schools participated in this study. Hand dexterity and static/dynamic discriminative touch were assessed via Purdue Pegboard and Two-Point Discriminator respectively. Results: Significant differences were found in Purdue Pegboard scores between two groups except in doing the test with the left hand (p<0.05). Purdue Pegboard scores were significantly lower in left-handed children with dysgraphia compared to healthy children (p<0.05). There was no significant difference in dynamic two point discrimination between two groups of children (p>0.05). Static two-point discrimination of the thumb finger was significantly higher in children with dysgraphia (p<0.05). Conclusion: Hand dexterity affects handwriting performance in children with dysgraphia. There were no correlations between two-point discrimination and Purdue Pegboard scores of children with dysgraphia. Intervention should focus on other aspects of dexterity rather than sensory components. Hand dominancy also may be a factor influencing hand performance in dysgraphia.
dc.language.isoEnglish
dc.relation.ispartofMedical journal of the Islamic Republic of Iran
dc.titleDexterity and two-point discrimination of the hand in school-aged children with dysgraphia.
dc.typearticle
dc.citation.volume30
dc.citation.spage434
dc.citation.indexPubmed


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