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