Iryna Mykhnovetska
https://orcid.org/0000-0001-8835-728X
FEATURES OF THE DISTRIBUTION OF DYSGRAPHIA TYPES AMONG PRIMARY SCHOOL CHILDREN WITH WRITTEN LANGUAGE DISORDERS BY SEX
Full text (pdf)
Language: Ukrainian
Abstract. The article presents the results of a theoretical and empirical study of the distribution of different types of dysgraphia among primary school-aged children by sex. The relevance of the study is determined by the increasing number of pupils with written language disorders and the need to empirically examine the possible association between sex and the type of dysgraphia. The findings may be used to develop new and improve existing methods of speech and language assessment. The aim of the study is to provide a theoretical rationale for and empirically investigate the distribution of dysgraphia types among primary school pupils with written language disorders by sex, as well as to determine the association between sex and the type of dysgraphia. The study involved 50 primary school pupils in grades 2–3, aged 7–9 years, with dysgraphia, including 30 boys and 20 girls. A combination of theoretical, empirical and statistical research methods was used, including Fisher’s exact test (Freeman-Halton extension) and Pearson’s chi-square (χ²) test, using Jamovi statistical software. The main markers of each type of dysgraphia were taken into account, and the predominant type was determined based on the prevalence of the most frequent writing errors. Analysis of the distribution within the groups showed that agrammatic dysgraphia was more frequently identified among boys, whereas articulatory-acoustic dysgraphia was more frequently identified among girls. At the same time, the results of the statistical analysis revealed no statistically significant differences between boys and girls in the distribution of dysgraphia types. The practical significance of the study lies in establishing the priority of considering the child’s individual developmental characteristics, the structure of the written language disorder and the nature of the predominant errors in speech and language assessment, as well as in identifying prospects for further investigation of the association between sex and the type of dysgraphia in a larger sample. The findings regarding the absence of a statistically significant association between sex and the type of dysgraphia apply only to the sample studied and cannot be generalised to the entire population of children with dysgraphia.
Keywords: primary school children, written language disorders, distribution of dysgraphia types by sex, agrammatic dysgraphia, acoustic dysgraphia, articulatory-acoustic dysgraphia, speech and language assessment, mathematical statistics.
https://doi.org/10.32987/2617-8532-2026-3-116-127
Keywords: primary school children, written language disorders, distribution of dysgraphia types by sex, agrammatic dysgraphia, acoustic dysgraphia, articulatory-acoustic dysgraphia, speech and language assessment, mathematical statistics.
https://doi.org/10.32987/2617-8532-2026-3-116-127
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2. Holub, N. M. (2012). Scientific and theoretical foundations of research on written speech and its disorders. Scientific Journal of Dragomanov Ukrainian State University. Series 19. Special Education and Psychology, 21, 58-63. Retrieved from https://enpuir.udu.edu.ua/entities/publication/a52d24d2-f5c3-43c0-94cf-61aead762849 [in Ukrainian].
3. Holub, N. M. (2015). Perspective-preventive approach while working with primary school children with writing speech formation disorders. Scientific Journal of Dragomanov Ukrainian State University. Series 19. Special Education and Psychology, 29, 33–38. Retrieved from https://enpuir.udu.edu.ua/entities/publication/ad24d28e-80fd-4ab9-9012-2243cb2d43be [in Ukrainian].
4. Danilavichiutie, E. (2024). Contemporary neuro-psycho-linguo-synergetic basis for the organization of speech therapy support for individuals with speech and language needs (the national concept of neurologopedics). Exceptional Child: Teaching and Upbringing, 116(4), 8-29. DOI: https://doi.org/10.33189/ectu.v116i4.193 [in Ukrainian].
5. Konopliasta, S. Yu., & Sak, T. V. (2010). Logopsychology. Kyiv: Znannia. Retrieved from https://westudents.com.ua/knigi/513-logopsihologya-konoplyasta-syu.html [in Ukrainian].
6. Tkach, O., & Konstantyniv, O. (2022). Neuropsychological approaches to eliminating manifestations of dysgraphia in younger schoolchildren with general underdevelopment of speech. Actual problems of the correctional education (pedagogical sciences), 20, 126–137. DOI: https://doi.org/10.32626/2413-2578.2022-20.126-137 [in Ukrainian].
7. Stoeckel, R. E., Colligan, R. C., Barbaresi, W. J., Weaver, A. L., Killian, J. M., & Katusic, S. K. (2013). Early speech-language impairment and risk for written language disorder: A population-based study. Journal of Developmental & Behavioral Pediatrics, 34(1), 38-44. DOI: https://doi.org/10.1097/DBP.0b013e31827ba22.
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14. Wigdor, E. M., Weiner, D. J., Grove, J., Fu, J. M., Thompson, W. K., Carey, C. E. …& Robinson, E. B. (2022). The female protective effect against autism spectrum disorder. Cell Genomics, 2(6), 100134. DOI: https://doi.org/10.1016/j.xgen.2022.100134.
15. Jacquemont, S., Coe, B. P., Hersch, M., Duyzend, M. H., Krumm, N., Bergmann, S. …& Eichler, E. E. (2014). A higher mutational burden in females supports a “female protective model” in neurodevelopmental disorders. The American Journal of Human Genetics, 94(3), 415-425. DOI: https://doi.org/10.1016/j.ajhg.2014.02.001.
16. Roeske, J., Long, X., Perdue, M. V., Long, M., Geeraert, B., Ghasoub, M. …& Lebel, C. (2025). Sex differences in maturational timing of amygdala and prefrontal cortex volumes and white matter tract microstructure. Developmental Cognitive Neuroscience, 74, 101568. DOI: https://doi.org/10.1016/j.dcn.2025.101568.
17. Christensen, R., Chau, V., Synnes, A., Guo, T., Ufkes, S., Grunau, R. E., & Miller, S. P. (2025). Preterm sex differences in neurodevelopment and brain development from early life to 8 years of age. The Journal of Pediatrics, 276, 114271. DOI: https://doi.org/10.1016/j.jpeds.2024.114271.
18. De Bellis, M. D., Keshavan, M. S., & Beers, S. R. (2001). Sex differences in brain maturation during childhood and adolescence. Cerebral Cortex, 11(6), 552-557. DOI: https://doi.org/10.1093/cercor/11.6.552.
19. Baron-Cohen, S. (2010). Empathizing, systemizing, and the extreme male brain theory of autism. Progress in Brain Research, 186, 167-175. DOI: https://doi.org/10.1016/B978-0-444-53630-3.00011-7.
20. jamovi. (n. d.). Retrieved from https://www.jamovi.org.
21. Danna, J., Puyjarinet, F., & Jolly, C. (2023). Tools and methods for diagnosing developmental dysgraphia in the digital age: A state of the art. Children, 10(12), 1925. DOI: https://doi.org/10.3390/children10121925.
22. Sumner, E., Connelly, V., & Barnett, A. L. (2013). Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting execution. Reading and Writing, 26(6), 991-1008. DOI: https://doi.org/10.1007/s11145-012-9403-6.
Received: [24.07.2026]
Reviewed: [17.08.2026]
Accepted: [21.08.2026]
Published: [31.08.2026]
