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At least 19 recordsLinked to original sources
PubMed2005

A writing device improves writing in primary writing tremor.

Primary writing tremor (PWT) is task-specific and interferes with handwriting. Several reports have shown a beneficial response of this disorder to stereotactic functional neurosurgery. Significant improvement with a writing device was demonstrated with blind rating of handwriting and spiral drawing samples collected before and during its use in nine patients with PWT, suggesting that this therapeutic modality should be tried before considering chronic pharmacotherapy or functional neurosurgery.

Adult↗
PubMed1994

[What are the differences between average readings with writing difficulties and children with reading and writing difficulties? Follow-up, kind of writing errors and learning prerequisites].

As part of the Viennese longitudinal study on the development of reading and writing skills, children with spelling problems were differentiated from children with combined reading and spelling problems. It could be shown that children with spelling problems only are a rather inhomogeneous group with regard to their further development. At the end of the eighth grade some children still have circumscribed spelling problems, whereas others have overcome their early problems, and still others have also fallen behind in their reading skills. These groups of children can be differentiated early on by the type of spelling errors they make, by their cognitive abilities and by social factors. Children with combined reading and spelling problems are characterized especially by a lack of phonemic awareness.

Adolescent↗
PubMed1982

[Slow brain potentials in writing: the correlation between writing hand and speech dominance in right-handed humans].

1. Slow cerebral potential shifts were recorded from the scalp over both cerebral hemispheres by retrograde summation while 23 right-handers were writing. Averaging included writing errors, but eliminated eye movements and other artifacts. Repeated writing of the same word or sentence was compared to writing different dictated words, to drawings, and to other control experiments. 2. Surface negative readiness potentials (Bereitschaftspotential) appeared about 1 s before writing, which was similar to those preceding other voluntary movements. 3. During writing, the writing potentials in different cortical regions began with a negative increase of the Bereitschaftspotential, usually followed by a plateau or positive waves. One or several biphasic potentials persisted for another 2 s after writing had ceased. 4. The writing potentials had rather constant forms in the same individual, but showed large interindividual variations of form and polarity. The largest initial negativity (with both ear lobes serving as reference) occurred at the vertex and the left motor region contralateral to the writing hand. 5. The left hemispheric preponderance of writing potentials, maximal at the precentral region contralateral to the writing hand, was less marked when writing with the left hand. An interaction of the writing hand and language dominance is assumed. 6. Writing the same word or short sentence repeatedly caused potentials of larger amplitude than the preceding readiness potentials. Writing dictated words or drawing figures after verbal stimuli that require language processing caused larger potentials in the left hemisphere than did repeated word writing. 7. The fact that negative potentials with larger left hemispheric amplitudes appear after verbal stimuli may indicate that language information is processed in the speech-dominant hemisphere before and during writing or drawing. 8. By variously combining bipolar leads, the lateral differences of the potential fields can be more clearly distinguished than by using only unipolar leads with ear reference.

Adult↗
PubMed2006

Executive functions in becoming writing readers and reading writers: note taking and report writing in third and fifth graders.

Results are reported for a study of 2 separate processes of report writing-taking notes while reading source material and composing a report from those notes-and related individual differences in executive functions involved in integrating reading and writing during these writing activities. Third graders (n = 122) and 5th graders (n = 106; overall, 127 girls and 114 boys) completed two reading-writing tasks-read paragraph (mock science text)-write notes and use notes to generate written report, a reading comprehension test, a written expression test, four tests of executive functions (inhibition, verbal fluency, planning, switching attention), and a working memory test. For the read-take notes task, the same combination of variables was best (explained the most variance and each variable added unique variance) for 3rd graders and 5th graders: Wechsler Individual Achievement Test-Second Edition (WIAT-II) Reading Comprehension, Process Assessment of the Learner Test for Reading and Writing (PAL) Copy Task B, WIAT-II Written Expression, and Delis-Kaplan Executive Function System (D-KEFS) Inhibition. For the use notes to write report task, the best combinations of variables depended on grade level: For 3rd graders, WIAT-II Reading Comprehension, WIAT-II Written Expression, D-KEFS Verbal Fluency, and Tower of Hanoi; for 5th graders, WIAT-II Reading Comprehension, D-KEFS Verbal Fluency, WIAT-II Written Expression, and PAL Alphabet Task. These results add to prior research findings that executive functions contribute to the writing development of elementary-grade students and additionally support the hypothesis that executive functions play a role in developing reading-writing connections.

Analysis of Variance↗
PubMed1988

Writing about psychoanalysis: II. Analysts who write, patients who read.

When we make a decision to lecture, or to write for publication, we have begun an activity that will affect every one of our patients. If they attend our lectures, or read our published works, they cannot help being influenced. Even if they do not, they will have some reaction to the focusing of our interest on particular phases of the analysis. This will be true whether or not we intend to present clinical material. These considerations inevitably affect the analyst himself, sometimes inhibiting his writing altogether, sometimes constricting its scope, or worst of all, degrading its quality. The analyst's writing is also almost certain to influence whether and with what success his patient may choose to write. Lest these considerations suggest that we avoid writing altogether, I emphasize that such a sacrifice is by no means desirable or necessary. Problems of discretion will arise, and may in some cases be virtually insoluble; but there are ways of writing that can overcome most such objections. The analyst's interest in writing should be recognized and its effects, if any, brought into the analysis; so long as the writing itself is done with due regard to the conduct of the analysis and the welfare of the patient, it need have no adverse effects on either.

Female↗
PubMed2006

Writing qualitatively, or the demands of writing.

Have you ever said this or heard someone say this: "I have done all of my data analysis--I just have to write it down." Or, "I just have to write it up"? I will suggest that within the context of phenomenological inquiry, it is not necessarily helpful to try to assist researchers learning "how to write down" their reflections or "how to write up" their results. What should be more helpful is learning "how to write." Qualitative writing may be seen as an active struggle for understanding and recognition of the lived meanings of the lifeworld, and this writing also possesses passive and receptive rhetoric dimensions. It requires that we be attentive to other voices, to subtle significations in the way that things and others speak to us. In part, this is achieved through contact with the words of others. These words need to touch us, guide us, stir us.

Humans↗
PubMed1991

The effectiveness of dialogue journal writing in improving the writing skills of young deaf writers.

Various claims have been made for the usefulness of dialogue journal writing for improving the writing of less proficient users of English such as deaf writers of English or speakers of English as a second language. However, the bulk of the research has focussed on either student attitudes towards writing or very limited samples of student writing. In a one year project involving the exchange of dialogue journals between 204 pairs of deaf and hearing students in 10 public school districts, the authors sought to evaluate the utility of dialogue journals for improving the writing skills of the deaf writers. The age of the correspondents ranged from 10 to 18 years old in grades 4 through 12. Among the deaf writers, the average hearing loss was 89 dB in the better ear with a range of from 45 dB to 120 dB. The journal entries of 153 of the deaf students were evaluated for both changes in content and syntactic complexity. When the pair of writers maintained a relationship over time, there was an improvement in the quality of the writing of the deaf student and a change in the nature of the contents of the deaf student's entries. Results suggest that for some young deaf writers an exchange of dialogue journals with hearing peers can both improve the writing skills of the deaf writer and develop a relationship between the correspondents. Suggestions for implementing such a program are included.

Adolescent↗
PubMed1995

Encouraging faculty to use writing as a tool to foster learning in the disciplines through writing across the curriculum.

Writing Across the Curriculum (WAC), the national movement to infuse writing activities into the academic disciplines, promises eventually to enhance student writing competence, although its immediate goal is to foster mastery of course learning objectives. Those faculty who use WAC solely to improve writing skills assume the role of an English instructor and obligate themselves to take on an enormous amount of additional work perhaps without advancing their primary instructional missions. A limited return on this investment of effort will have the likely effect of prompting a faculty member to discard WAC. Over the long run, doing so will diminish opportunities for students to engage in productive writing experiences. Presented in this article are five strategies used in a faculty- development seminar that are designed to encourage the use of writing as an instructional tool. Individual teachers may use these strategies as justification for initiating WAC; just as important, program supervisors may use them to sustain a WAC program once it has begun.

Curriculum↗
PubMed2000

Dissociation of writing processes: functional magnetic resonance imaging during writing of Japanese ideographic characters.

Dissociation between copying letters and writing to dictation has been reported in the clinical neuropsychological literature. Functional magnetic resonance imaging (fMRI) was conducted in normal volunteers to detect the neurofunctional differences between 'copying Kanji', the Japanese ideographic characters, and 'writing Kanji corresponding to phonological information'. Four tasks were conducted: the copying-Kanji task, the writing-Kanji-corresponding-to-phonogram task, the Kanji-grapheme-puzzle task, and the control task. The right superior parietal lobule was extensively activated during the copying-Kanji task (a model of the copying letters process) and the Kanji-grapheme-puzzle task. These observations suggested that this area was involved in referring the visual stimuli closely related to the ongoing handwriting movements. On the other hand, Broca's area, which is crucial for language production, was extensively activated during the writing-Kanji-corresponding-to-phonogram task (a model of the writing-to-dictation process). The Kanji-grapheme-puzzle task activated the bilateral border portions between the inferior parietal lobule and the occipital lobe, the left premotor area, and the bilateral supplementary motor area (SMA). Since the Kanji-grapheme-puzzle task involved manipulospatial characteristics, these results suggested cooperation between visuospatial and motor executive functions, which may be extensively utilized in demanding visual language processing. The neurofunctional difference between 'copying Kanji' and 'writing Kanji corresponding to phonogram' was efficiently demonstrated by this fMRI experiment.

Adult↗
PubMedDate not supplied

Do the write thing: writing the clinically focused article.

Writing is both passion and pain. However, the pain can be easily modified with a better understanding of the writing process. With structure, a little know-how, and a lot of desire, eager nurse practitioners can soon write their first manuscript. The purpose of this article is to encourage pediatric nurse practitioners to write articles that pertain to their areas of clinical expertise. Examples are used to detail the writing process from idea formation to publication.

Clinical Nursing Research↗
PubMedDate not supplied

Writing with voice: an investigation of the use of a voice recognition system as a writing aid for a man with aphasia.

BACKGROUND: People with aphasia may experience difficulties that prevent them from demonstrating in writing what they know and can produce orally. Voice recognition systems that allow the user to speak into a microphone and see their words appear on a computer screen have the potential to assist written communication. AIM: This study investigated whether a man with fluent aphasia could learn to use Dragon NaturallySpeaking to write. METHODS & PROCEDURES: A single case study of a man with acquired writing difficulties is reported. A detailed account is provided of the stages involved in teaching him to use the software. The therapy tasks carried out to develop his functional use of the system are then described. Outcomes included the percentage of words accurately recognized by the system over time, the quantitative and qualitative changes in written texts produced with and without the use of the speech-recognition system, and the functional benefits the man described. OUTCOMES & RESULTS: The treatment programme was successful and resulted in a marked improvement in the subject's written work. It also had effects in the functional life domain as the subject could use writing for communication purposes. CONCLUSIONS: The results suggest that the technology might benefit others with acquired writing difficulties.

Aphasia↗
PubMed2005

Assessing the writing of deaf college students: reevaluating a direct assessment of writing.

The NTID Writing Test was developed to assess the writing ability of postsecondary deaf students entering the National Technical Institute for the Deaf and to determine their appropriate placement into developmental writing courses. While previous research (Albertini et al., 1986; Albertini et al., 1996; Bochner, Albertini, Samar, & Metz, 1992) has shown the test to be reliable between multiple test raters and as a valid measure of writing ability for placement into these courses, changes in curriculum and the rater pool necessitated a new look at interrater reliability and concurrent validity. We evaluated the rating scores for 236 samples from students who entered the college during the fall 2001. Using a multiprong approach, we confirmed the interrater reliability and the validity of this direct measure of assessment. The implications of continued use of this and similar tests in light of definitions of validity, local control, and the nature of writing are discussed.

Adolescent↗
PubMed1988

Types of medical writing and teaching of writing in U.S. medical schools.

U.S. medical schools were surveyed to determine which types of medical writing are most important for physicians, house officers, and medical students to learn and whether such types are formally taught. According to the responding schools, the five most important types were: write-up of the patient history and physical examination, progress note and discharge summary (tied), peer-reviewed published paper (of either clinical or laboratory research), and grant proposal. Certain types, however, were considered more important for some categories of physicians and trainees than others. Although these major types of writing represent complex and diverse writing tasks, they are not taught extensively in medical schools or thoroughly explained in the literature on medical writing.

Schools, Medical↗
PubMedDate not supplied

Writing instruction in kindergarten: examining an emerging area of research for children with writing and reading difficulties.

This review examines the literature on how to teach kindergarten children with reading and writing difficulties how to write. Specifically, research on handwriting instruction, spelling instruction, and composition writing is discussed. Due to the limited number of empirical studies on writing that included kindergarten students with diagnosed reading and writing difficulties, selected studies conducted with the full range of kindergarten children, as well as studies conducted in the early elementary grades, are presented to highlight future directions for research.

Child↗
PubMed1993

Knowledge of writing and the composing process, attitude toward writing, and self-efficacy for students with and without learning disabilities.

Twenty-nine seventh- and eighth-grade (21 males and 8 females) and 10 fourth- and fifth-grade (7 males and 3 females) students with learning disabilities, as well as 18 seventh- and eighth-grade (14 males and 4 females) and 11 fourth- and fifth-grade (7 males and 4 females) normally achieving students, were administered an interview designed to assess their knowledge of writing and the composing process, attitude toward writing, and self-efficacy as a writer. Students with learning disabilities were found to have less mature conceptualizations of writing than their normally achieving counterparts. Furthermore, while students with learning disabilities were generally positive about writing, they viewed it less favorably than their regular classmates. Finally, there were no differences between the two groups of students in their evaluations of their competence in either writing or carrying out the processes underlying effective composing.

Adolescent↗