This study aimed to assess auditory and visual selective attention among primary school-aged children diagnosed with dysgraphia using a multidimensional dysgraphia test. The test included dimensions for measuring visual and auditory selective attention, taking into account gender as a variable.
A sample of 100 primary school children participated in the study. Data collection and analysis were performed using SPSS software. The study employed an experimental curriculum designed specifically for this investigation.
The findings indicated a significant correlation between visual selective attention and dysgraphia, highlighting gender differences as influential factors. Moreover, the study identified a relationship between auditory attention and dysgraphia, with implications potentially linked to gender variability.
This research contributes to the understanding of how auditory and visual selective attention relate to dysgraphia in children, underscoring the impact of gender in these cognitive processes. Further exploration of these associations could offer insights into tailored interventions to enhance cognitive abilities in children with dysgraphia.