title: Developmental Dyslexia and Dysgraphia: What can We Learn from the One About the Other?
abstract: Up to 17% of German school children suffer from reading and writing disabilities. Unlike developmental dyslexia, only few studies have addressed dysgraphia. Presenting a comprehensive overview of the current state of the art in developmental dyslexia and dysgraphia, this paper aims to determine how far existing knowledge about the causes of developmental dyslexia also apply to developmental dysgraphia. To promote understanding of developmental dysgraphia, the paper discusses relevant aspects such as predictors, causes and comorbidities, models of acquisition as well as existing deficit models. A comparison of definitions in the DSM-V and ICD-10 complemented by an overview of the most recent German guideline ought to give the reader deeper insight into this topic. The current issue of growing up bilingually and the connection between reading and writing deficits are also discussed. In conclusion, this paper presents a critical survey of theoretical and practical implications for the diagnostics and treatment of developmental dysgraphia.
authors: Department of Psychiatry, Psychotherapy and Psychosomatics, Medical Faculty, RWTH Aachen Aachen, Germany.
authors: Diana
authors: D
authors: Döhla
authors: Department of Psychiatry, Psychotherapy and Psychosomatics, Medical Faculty, RWTH AachenAachen, Germany; Institute of Neuroscience and Medicine, Research Centre Jülich Jülich, Germany.
authors: Stefan
authors: S
authors: Heim
keywords: DSM-V; German; ICD-10; comorbidity; developmental dyslexia; dysgraphia