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Inspiré par la recherche

Découvrez les études qui inspirent et influencent l’approche d’enseignement et de rééducation de la graphomotricité ABC boum +. L’équipe s’affaire présentement à résumer les différentes recherches qui l’ont inspirée et elle continuera à le faire au fil du temps.

Mise à jour continuellement, cette section vous permettra de vous garder bien branché sur les résultats probants les plus inspirants.

Enseignement de la graphomotricité : meilleures pratiques
Modèles conceptuels en psychologie cognitive et neuroscience
Intégration orthographique-motrice et développement des programmes moteurs
Approches et schèmes en ergothérapie
PRISE ET CONTRÔLE DU CRAYON
Script vs cursif
L’intervention auprès des élèves qui présentent des difficultés graphomotrices

Enseignement de la graphomotricité : meilleures pratiques

  • Fitzpatrick, P., Hart, N. V. et Cortesa, C. (2013). The influence of instructional variables and task constraints on handwriting performance. The Journal of Educational Research, 106(3), 216234. 
  • Graham, S. (2010). Want to improve children’s writing? don’t neglect their handwriting. Education Digest: Essential Readings Condensed for Quick Review, 76(1), 49-55.  
  • Graham, S. (2018). Handwriting instruction: a commentary on five studies. Reading and Writing, 31(6), 1367-1377. 
  • Graham, S., Bollinger, A., Olson, C. B., Daoust, C., Macarthur, C., MCCutchen, D. et al. (2012). Teaching elementary school students to be effective writers: A practice guide. NCEE 2012-4058. What Works Clearinghouse.  
  • Graham, S. et Harris, K. R. (2005). Improving the writing performance of young struggling writers: Theoretical and programmatic research from the center on accelerating student learning. The Journal of Special Education, 39(1), 19-33. 
  • Graham, S., Harris, K. R. ET Fink, B. (2000). Is handwriting causally related to learning to write? treatment of handwriting problems in beginning writers. Journal of educational psychology, 92(4), 620-33.  
  • Graham, S., Harris, K., Hebert, M. et Carnegie Corporation of, N. Y. (2011). Informing writing: The benefits of formative assessment. A report from Carnegie Corporation of New York.  
  • Graham, S., MacArthur, C. A. et Fitzgerald, J. (2007). Best practices in writing instruction. New York: Guilford Press. 
  • Graham, S., McKeown, D., Kiuhara, S. et Harris, K. R. (2012). A Meta-Analysis of Writing Instruction for Students in the Elementary Grades. Journal of Educational Psychology, 104(4), 879–896.
  • Graham, S., Weintraub, N. et Berninger, V.W. (2001). Which manuscript letters do primary grade children write legibly? Journal Of Educational Psychology, 93(3), 488-497.  
  • Jones, D. et Christensen, C. A. (1999). Relationship between automaticity in handwriting and students’ ability to generate written text. Journal of educational psychology, 91(1), 44-49.  
  • Jones, D. et  Christensen, C. A. (2012). Impact of teacher professional development in handwriting on improved student learning outcomes in writing quality. Dans M. Fayol, D. Alamargot et V. W. Berninger (dir.), Translation of Thought to Written Text While Composing (p. 213-227). New York, NY : Psychology Press.  
  • Malpique, A. A., Pino-Pasternak, D., & Valcan, D. (2017). Handwriting automaticity and writing instruction in Australian kindergarten: an exploratory study. Reading and Writing, 30(8), 17891812. 
  • Prévost, N. et Morin, M.-F. (2011). Le prénom des enfants: un point de départ incontournable. Québec Français, 162, 44-45. 
  • Puranik, C. S. et Lonigan, C. J. (2012). Name-writing proficiency, not length of name, is associated with preschool children’s emergent literacy skills. Early Childhood Research Quarterly, 27(2), 284-294.  
  • Saleem, G. T., & Gillen, G. (2019). Mental practice combined with repetitive task practice to rehabilitate handwriting in children. Canadian Journal of Occupational Therapy, 86(1), 19-29. 
  • Santangelo, T. et Graham, S. (2016). A comprehensive meta-analysis of handwriting instruction. Educational Psychology Review, 28(2), 225-265. 
  • Vinter, A. et Chartrel, E. (2010). Effects of different types of learning on handwriting movements in young children. Learning and Instruction, 20(6), 476-486. 
  • Vinter, A. et Chartrel, E. (2008). The impact of spatio-temporal constraints on cursive letter handwriting in children. Learning and Instruction, 18, 537-547. 
  • Wanzek, J., Gatlin, B., Al Otaiba, S., & Kim, Y. S. G. (2017). The impact of transcription writing interventions for first-grade students. Reading & Writing Quarterly, 33(5), 484-499. 
  • Wolf, B., Abbott, R. D., & Berninger, V. W. (2017). Effective beginning handwriting instruction: multi-modal, consistent format for 2 years, and linked to spelling and composing. Reading and writing, 30(2), 299-317.

Intégration orthographique-motrice et développement des programmes moteurs (automatisation)

  • Afonso, O., & Álvarez, C. J. (2011). Phonological effects in handwriting production: Evidence from the implicit priming paradigm. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(6), 1474 
  • Afonso, O., Suárez-Coalla, P., González-Martín, N., & Cuetos, F. (2017). The impact of word frequency on peripheral processes during handwriting: A matter of age. The Quarterly Journal of Experimental Psychology, 1-9. 
  • Christensen, C. A. (2005). The Role of Orthographic-motor Integration in the Production of Creative and Well-structured Written Text for Students in Secondary school. Educational Psychology, 25(5), 441-453.  
  • Hess, S., Mousikou, P., Verrel, J., & Schroeder, S. (2019). Syllabic processing in handwritten word production in German children and adults. Human movement science, 65, 5-14. 
  • Kandel, S., Peereman, R. et Ghimenton, A. (2013). Further evidence for the interaction of central and peripheral processes: The impact of double letters in writing english words. Frontiers in psychology, 4 
  • Kandel, S., Peereman, R., Ghimenton, A., & Perret, C. (2019). Letter coding affects movement production in word writing: an English–Italian cross-linguistic study. Reading and Writing, 32(1), 95-114. 
  • Kandel, S., Peereman, R., Grosjacques, G., & Fayol, M. (2011). For a psycholinguistic model of handwriting production: Testing the syllable-bigram controversy. Journal of Experimental Psychology: Human Perception and Performance, 37(4), 1310. 
  • Kandel, S., Alvarez, C. J. et Vallée, N. (2006). Syllables as processing units in handwriting production. Journal of experimental psychology.Human perception and performance, 32(1), 18-31. 
  • Kandel, S., Hérault, L., Grosjacques, G., Lambert, E. et Fayol, M. (2009). Orthographic vs. phonologic syllables in handwriting production. Cognition, 110(3), 440-444. 
  • Kandel, S.,Lassus-SangossE, D., Grosjacques, G. et Perret, C. (2017) The impact of developmental dyslexia and dysgraphia on movement production during word writing, Cognitive Neuropsychology, 34:3-4, 219-251, DOI: 10.1080/02643294.2017.1389706  
  • Kandel, S. et Perret, C. (2015).  How do movements to produce letters become automatic during writing acquisition ? Investigating the development of motor anticipation. International Journal of Behavioral development, 39(2), 113-120. 
  • Lambert, E., Kandel, S., Fayol, M. et Espéret, E. (2008). The effect of the number of syllables on handwriting production, in Read Writ, vol. 21, 2008, pp. 859-883. 
  • Lambert, E., & Quémart, P. (2019). Introduction to the special issue on the dynamics of written word production: methods, models and processing units. Reading and Writing, 32(1), 1-12. 
  • Lambert, E., Sausset, S., & Rigalleau, F. (2015). The ortho-syllable as a processing unit in handwriting: The mute e effect. Reading and Writing, 28(5), 683-698. 
  • Quémart, P., & Lambert, E. (2019). The influence of the morphological structure of words on the dynamics of handwriting in adults and fourth and sixth grade children. Reading and Writing, 32(1), 175-195. 
  • Roux, S., McKeeff, T. J., Grosjacques, G., Afonso, O. et Kandel, S. (2013). The interaction between central and peripheral processes in handwriting production. Cognition, 127(2), 235241 
  • Thibon, L. S., Gerber, S., et Kandel, S. (2018). The elaboration of motor programs for the automation of letter production. Acta psychologica, 182, 200-211. 
  • Tucha, O., Tucha, L. & Lange, K.W. (2008). Graphomomics, automacity and handwriting, Literacy, 42(3), 145-155.

Script vs cursif

  • GRAHAM, S., WEINTRAUB, N., BERNINGER, V. (1998). The relationship Between Handwriting Style and Speed and Legibility, in The Journal of Educational Research, Vol. 91, no. 5, pp. 290-295.  
  • MORIN, M-F.,  LAVOIE, N. et MONTÉSINOS-GELET, I. (2011). Enseigner l’écirutre script-cursive au primaire: une pratique pédagogique mise en question. Vivre le primaire, 24(2).

Modèles conceptuels en psychologie cognitive et neuroscience

  • BERNINGER, V. W. (2008). Defining and differentiating dysgraphia, dyslexia, and language learning disability within a working memory model. Dans M. Mody et E. R. Silliman (dir.), Brain, Behavior, and Learning in Language and Reading Disorders (p. 103-134). New York, NY: Guilford Press.  
  • BERNINGER, V. W. et  Hayes, J. R. (2012). Longitudinal Individual Case Studies of 20 children on Writing Treks in Grades 1-5. Dans M. Fayol, D. Alamargot et V. W. Berninger (dir.), Translation of Thought to Written Text While Composing (p. 95-179). New York, NY: Psychology Press.  
  • BERNINGER, V. W. et  Richards, T. L. (2012). The writing brain: Coordinating sensory/motor, language, and cognitive systems in working memory. In V. W. Berninger (dir.), Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology (p. 537-563). New York, NY: Psychology Press.  
  • BERNINGER, V. W., ABBOTT, R, D., ABBOTT, S, P., GRAHAM, S., TODD, R. (2002). Writing and Reading: Connections Between Language by Hand and Language by Eye. Journal of Learning Disabilities, 35(1), 39-56
  • Berninger, V.W. et Swanson, H.L. (1994). Modifying Hayes et Flower’s model of skilled writing to explain beginning and developing writing. Advances in Cognition and Educational practice, 2, 57-81. 
  • Chartrel, E. et Vinter, A. (2006). Rôle des informations visuelles dans la production de lettres cursives chez l’enfant et l’adulte. L’Année psychologique, 106(01), 43-64. 
  • Longcamp, M., Zerbato-Poudou, M. ET Velay, J. (2005). The influence of writing practice on letter recognition in preschool children: A comparison between handwriting and typing. Acta Psychologica, 119 (1), 67-79.  
  • Palmis, S., Danna, J., Velay, J. et  Longcamp, M. (2017): Motor control of handwriting in the developing brain: A review, Cognitive Neuropsychology   
  • Van Galen, G. P. (1991). Handwriting: Issues for a psychomotor theory. Human movement science, 10(2), 165-191. 

L’intervention auprès des élèves qui présentent des difficultés graphomotrices (dysgraphie) – Données probantes et meilleures pratiques

  • Baldi, S., Nunzi, M., & Di Brina, C. (2015). Efficacy of a task-based training approach in the rehabilitation of three children with poor handwriting quality: a pilot study. Perceptual & Motor Skills, 120(1), 323-335. doi:10.2466/10.15.PMS. 
  • Bara, F. et Gentaz, E. (2011). Haptics in teaching handwriting: The role of perceptual and visuomotor skills. Human Movement Science, 30(4), 745-759. 
  • Bara, F. et Morin, M.-F. (2009). Est-il nécessaire d’enseigner l’écriture script en première année? Les effets du style d’écriture sur le lien lecture/écriture. Nouveaux cahiers de la recherche en éducation, 12 (2), 149-160. 
  • Bara, F. et Morin, M. (2013). Does the handwriting style learned in first grade determine the style used in the fourth and fifth grades and influence handwriting speed and quality? a comparison between french and quebec children. Psychology in the Schools, 50(6), 601617. 
  • Berninger, V. W., Rutberg, J. E., Abbott, R. D., Garcia, N., Anderson-Youngstrom, M., Brooks, A. et al. (2006). Tier 1 and tier 2 early intervention for handwriting and composing. Journal of School Psychology, 44(1), 3-30. 
  • Berninger, V. W., Vaughan, K. B., Abbott, R. D., Abbott, S. P., Rogan, L. W., Brooks, A. et al. (1997). Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition. Journal of educational psychology, 89(4), 652-66.  
  • Denton. P.L., Cope, S., Moser, C. (2006). The effect of sensorimotor-based intervention versus therapeutic practice on improving handwriting performance in 7- to 11- year-old children, in AJOT, vol. 60, no 1, pp. 16-27. 
  • Hoy M., Egan, M.Y., Feder, K.,  (2011). A systematic review of intervention to improve handwriting, CJOT, 78 (1), 13-25. 

Approches et schèmes en ergothérapie 

  • Grebber, G. & Ziviani, J. (2010). A frame of reference to enhance teaching-learning; the four-quadrant model of facilitated learning. Dans P. Kramer et J. Hinojosa (dir.). Frames of Reference for Pediatric Occupational Therapy 3rd edition. (p. 234-265). Philadelphia, PA : Lippincott Williams & Wilkins. 
  • Grebber, G., Ziviani, J. & Rodger, S. (2007). The Four-Qudrant Model of Facilitated Learning (Part 1): Using teaching-learning approaches in occupational therapy, in Australian Occupational Therapy Journal , vol 54, 40-48. 
  • Grebber, G., Ziviani, J. & Rodger, S. (2007). The Four-Qudrant Model of Facilitated Learning (Part 2): strategies and applications. Australian Occupational Therapy Journal , vol 54, 31-39. 
  • Grebber, G., Ziviani, J. & Rodger, S. (2011). Clinical utility of the four-quadrant model of facilitated learning: Perspectives of experienced occupational therapists, Australian Occupational Therapy Journal, vol 58, 187-194. 
  • KAPLAN, M. (2010) A frame of reference to enhance for Motor Skill Acquisition. Dans P. Kramer et J. Hinojosa (dir.). Frames of Reference for Pediatric Occupational Therapy 3rd edition. (p. 390-424). Philadelphia, PA : Lippincott Williams & Wilkins. 
  • O’brien, J. et Lewin, J.E. (2008). Translating Motor Control ans Motor Leauning Theory Into Occupational Therapy Practice for Children and Youth (Part 1). OT practice, 13(21), 1-8. 
  • O’Brien, J. et Lewin, J.E. (2008). Translating Motor Control ans Motor Leauning Theory Into Occupational Therapy Practice for Children and Youth (Part 2). OT practice, 14(1), 1-8. 
  • Ste-Marie, D., Clark, S. E., Findlay, L. C. et Latimer, A. E. (2004). High levels of contextual interference enhance handwriting skill acquisition. Journal of motor behavior, 36(1), 115126. 
  • Smits-Engelsman, B., Vincon, S., Blank, R., Quadrado, V. H., Polatajko, H., & Wilson, P. H. (2018). Evaluating the evidence for motor-based interventions in developmental coordination disorder: A systematic review and meta-analysis. Research in Developmental Disabilities, 74, 72-102. 
  • Zwicker, J. G. et Hadwin, A. F. (2009). Cognitive versus multisensory approaches to handwriting intervention: A randomized controlled trial. OTJR: Occupation, Participation and Health, 29(1), 40-48. 
  • Zwicker J. G., Harris, S.R. (2009). A reflection on motor learning theory in paediatric occupational therapy practice, CJOT, 76(1), 29-36.

Prise et contrôle du crayon

  • Alston,J. (1986). The Effect of Pencil Barrel Shape & Pupil Barrel Preference on Hold. BJOT, 49(2), 42-44.  
  • Bergmann, K.P. (1990). Incidence of atypical pencil grasps among nondysfunctional adults. AJOT, 44(8), 736-740. 
  • Burton, A.W. et Dancisak, M.J. (2000). Grip Form and Graphomotor Control in Preschool Children, AJOT, 54(1), 9-17. 
  • Koziatek M. S. et Powell J. N. (2003). Pencil grips, legibility, and speed of fourth- graders’ writing in Cursive. AJOT, 7 (3), 284 – 288.  
  • Koziatek M. S. et  Powell,  J. N. (2002). A validity study of the evaluation tool of children’s handwriting-Cursive. AJOT, 56 (4), 446-453. 
  • Sinclair, B., & Szabo, S. (2015). Pencil Size and Their Impact on Penmanship Legibility. Texas Journal of Literacy Education, 3(1), 5-13. 
  • Schwellnus, H., Carnahan, H., Kushki, A., Polatajko, H., Missiuna, C. et Chau, T. (2012). Effect of pencil grasp on the speed and legibility of handwriting after a 10-minute copy task in grade 4 children. Australian Occupational Therapy Journal, 59(3), 180-187. 
  • Schwellnus, H., Carnahan, H., Kushki, A., Polatajko, H., Missiuna, C. et Chau, T. (2013). Writing forces associated with four pencil grasp patterns in grade 4 children. The American Journal Of Occupational Therapy: Official Publication Of The American Occupational Therapy Association, 67(2), 218-227.