The Effects of a Remedial Tracking Program on Writing Performance of Dysgraphic Children

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Abstract
S⊘vik, N. 1984. The Effects of a Remedial Tracking Program on Writing Performance of Dysgraphic Children. Scandinavian Journal of Educational Research 28, 129‐147. An experiment designed as a combined laboratory and classroom study was done with 12 third‐graders suffering from dysgraphic problems. By means of five perceptuo‐motor tests and a pretest in writing, attempts were made to diagnose the specific dysgraphic problems of the subjects. A remedial program used as treatment on subjects in the experimental group was based on cybernetic principles. The program was individualized on diagnostic data from the pretest. The results of the experiment favored the remedial program, i.e. both the accuracy and the speed of the writing performances of the experimental group were ameliorated and surpassed the writing skills of the control group, but the differences in writing performances were significant only with concern to the accuracy‐scores. Also, the findings of the study indicated that progress in writing development in the laboratory was transferred to the classroom for the same subjects.