This book explores the question of which measures can be used to support children with a writing disorder (graphomotor disorder) and what changes these measures bring about in manual dexterity and pencil grip. It examines graphomotor skills and sheds light on the complex interplay of sensory perceptions required for the acquisition of writing. Finally, an empirical research project in a primary school year group is presented, which tests selected support measures on children just beginning to learn to write.
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