Drawing performance in children with special learning difficulties

Abstract

The present study examined drawings on 5 tasks of 45 dyslexic and 45 nondyslexic children aged 6-9 pears old. Children who show low performance in written language and phonological awareness are also expected to get low scores on drawing tasks which require similar skills such as comprehension of difference, coordination of parts in an organized whole, spatial movement, classification or distinction of figures. The present hypotheses were constructed accordingly. Analysis showed that the drawings of the dyslexic participants presented inadequate planning, difficulties in the depiction of contrast, size-scaling and canonicality, lack of details, and stereotypic depiction.