| Dysgraphia is a learning disability that affects writing | | | | ·Use large graph paper for math calculation to |
| abilities. It can manifest itself as difficulties with | | | | keep columns and rows organized. |
| spelling, poor handwriting and trouble putting thoughts | | | | ·Allow extra time for writing assignments. |
| on paper. Because writing requires a complex set of | | | | ·Begin writing assignments creatively with |
| motor and information processing skills, saying a | | | | drawing, or speaking ideas into a tape recorder |
| student has dysgraphia is not sufficient. A student | | | | ·Alternate focus of writing assignments - put the |
| with disorders in written expression will benefit from | | | | emphasis on some for neatness and spelling, others |
| specific accommodations in the learning environment, | | | | for grammar or organization of ideas. |
| as well as additional practice learning the skills required | | | | ·Explicitly teach different types of writing - |
| to be an accomplished writer. | | | | expository and personal essays, short stories, |
| What are the warning signs of dysgraphia? Just | | | | poems, etc. |
| having bad handwriting doesn't mean a person has | | | | ·Do not judge timed assignments on neatness |
| dysgraphia. Since dysgraphia is a processing disorder, | | | | and spelling. |
| difficulties can change throughout a lifetime. However | | | | ·Have students proofread work after a delay - |
| since writing is a developmental process -children learn | | | | it's easier to see mistakes after a break. |
| the motor skills needed to write, while learning the | | | | ·Help students create a checklist for editing |
| thinking skills needed to communicate on paper - | | | | work - spelling, neatness, grammar, syntax, clear |
| difficulties can also overlap. | | | | progression of ideas, etc. |
| If a person has trouble in any of the areas below, | | | | ·Encourage use of a spell checker - speaking |
| additional help may be beneficial: | | | | spell checkers are available for handwritten work |
| Tight, awkward pencil grip and body position | | | | ·Reduce amount of copying; instead, focus on |
| Illegible handwriting | | | | writing original answers and ideas |
| Avoiding writing or drawing tasks | | | | ·Have student complete tasks in small steps |
| Tiring quickly while writing | | | | instead of all at once. |
| Saying words out loud while writing | | | | ·Find alternative means of assessing knowledge, |
| Avoiding writing or drawing tasks | | | | such as oral reports or visual projects |
| Unfinished or omitted words in sentences | | | | ·Encourage practice through low-stress |
| Difficulty organizing thoughts on paper | | | | opportunities for writing such as letters, a diary, |
| Difficulty with syntax structure and grammar | | | | making household lists or keeping track of sports |
| Large gap between written ideas and understanding | | | | teams. |
| demonstrated through speech | | | | Teenagers & Adults |
| What strategies can help? | | | | ·Provide tape recorders to supplement note |
| There are many ways to help a person with | | | | taking and to prepare for writing assignments. |
| dysgraphia achieve success. Generally strategies fall | | | | ·Create a step-by-step plan that breaks writing |
| into two categories: | | | | assignments into small tasks (see below). |
| Accommodations: providing alternatives to written | | | | ·When organizing writing projects, create a list |
| expression | | | | of keywords that will be useful. |
| Remediation: providing instruction for improving | | | | ·Provide clear, constructive feedback on the |
| handwriting and writing skills Each type of strategy | | | | quality of work, explaining both the strengths and |
| should be considered when planning instruction and | | | | weaknesses of the project, commenting on the |
| support. A person with dysgraphia will benefit from | | | | structure as well as the information that is included. |
| help from both specialists and those who are closest | | | | ·Use assistive technology such as |
| to the person. Finding the most beneficial type of | | | | voice-activated software if the mechanical aspects |
| support is a process of trying different ideas and | | | | of writing remain a major hurdle. |
| openly exchanging thoughts on what works best. | | | | Many of these tips can be used by all age groups. It |
| Below are some examples of how to teach | | | | is never too early or too late to reinforce the skills |
| individuals with dysgraphia to overcome some of | | | | needed to be a good writer. |
| their difficulties with written expression: | | | | Though teachers and employers are required by law |
| Early Writers - | | | | to make "reasonable accommodations" for individuals |
| ·Use paper with raised lines for a sensory guide | | | | with learning disabilities, they may not be aware of |
| to staying within the lines. | | | | how to help. Speak to them about dysgraphia, and |
| ·Try different pens and pencils to find one that's | | | | explain the challenges you face as a result of your |
| most comfortable. | | | | learning disability. |
| ·Practice writing letters and numbers in the air | | | | How to Approach Writing Assignments |
| with big arm movements to improve motor memory | | | | 1.Plan your paper |
| of these important shapes. Also practice letters and | | | | ·Pull together your ideas and consider how you |
| numbers with smaller hand or finger motions. | | | | want them in your writing. |
| ·Encourage proper grip, posture and paper | | | | 2.Organize your thoughts and ideas |
| positioning for writing. It's important to reinforce this | | | | 3.Create an outline or graphic organizer to be sure |
| early as it's difficult for students to unlearn bad habits | | | | you've included all your ideas. |
| later on. | | | | 4.Make a list of key thoughts and words you will |
| ·Use multi-sensory techniques for learning letters, | | | | want to use in your paper. |
| shapes and numbers. For example, speaking through | | | | 5.Write a draft |
| motor sequences, such as "b" is "big stick down, | | | | ·This first draft should focus on getting your |
| circle away from my body." | | | | ideas on paper - don't worry about making spelling or |
| ·Introduce a word processor on a computer | | | | grammar errors. Using a computer is helpful because |
| early; however do not eliminate handwriting for the | | | | it will be easier to edit later on. |
| child. While typing can make it easier to write by | | | | 6.Edit your work |
| alleviating the frustration of forming letters, | | | | ·Check your work for proper spelling, grammar |
| handwriting is a vital part of a person's ability to | | | | and syntax; use a spell checker if necessary. |
| function in the world. | | | | ·Edit your paper to elaborate and enhance |
| ·Be patient and positive, encourage practice and | | | | content - a thesaurus is helpful for finding different |
| praise effort - becoming a good writer takes time | | | | ways to make your point. |
| and practice. | | | | 7.Revise your work, producing a final draft |
| Young Students | | | | ·Rewrite your work into a final draft. |
| ·Allow use of print or cursive - whichever is | | | | ·Be sure to read it one last time before |
| more comfortable. | | | | submitting it. |