connection
OVERCOMING DYSGRAPHIA TOGETHER
connection
OVERCOMING DYSGRAPHIA TOGETHER
To all the people who suffer or have suffered from dysgraphia. may them be brave, and relieved that dysgraphia is defeatable, express themselves to their full potential.
connection
WHY DYSGRAPHIA SUCKS
PAG 05
NOTE TAKING
PAG 12
INTERVENTIONS
PAG 23
SUGGESTIONS & STRATEGIES
PAG 35
SOURCES
PAG 41
Most people never consider the complexity and difficulty of the writing process. In fact, relative to all other academic activities, writing requires more basic skills than perhaps any other. Even during their earliest handwriting exercises, children must combine complex physical and cognitive processes to render letters precisely and fluidly. As writing tasks become more difficult, students must call on an increasingly wide range of skills to not only write legibly, logically, and in an organized way but also to invoke rules of grammar and syntax. This combination of requirements makes writing the most complex and difficult use of language. Like all learning problems, a writing disability can be devastating to a child’s education and self esteem and Dysgraphia can dramatically limit what that child can achieve later in life. School requirements demand a high level of writing proficiency, and a child who struggles with a writing disability will find it increasingly difficult to express his knowledge on many subjects, as the writing process itself will stand firmly in the way of learning.
CHAPTER 1
DYSGRAPHIA IS A CONDITION that causes trouble with written expression. The term comes from the
PAGE 8
Greek words dys (“impaired”) and graphia (“making letter forms by hand”). Dysgraphia is a brainbased issue and is not the result of a child being lazy. The term dysgraphia is often used when discussing writing disabilities. Dysgraphia can refer to extreme problems with handwriting, spelling, and written composition. It can also refer to handwriting difficulties only. We will use the first definition, and look at its subcategories of spelling, handwriting, and written composition. Some with a writing disability may experience difficulties in one or more of these areas.
PAGE 10
CHAPTER 1
CHAPTER 1
PAGE 11
TYPES OF DYSGRAPHIA. There are different types of dysgraphia, which maily can be grouped into three major subcategories.
DYSLEXIC DYSGRAPHIA With dyslexic dysgraphia, spontaneously written
CHAPTER 1
work is illegible, copied work is fairly good, and spelling is bad. Finger tapping speed (a method for identifying fine motor problems) is normal, indicating the deficit does not likely stem from cerebellar damage. A dyslexic dysgraphic does not necessarily have dyslexia. (Dyslexia and dysgraph-
PAGE 12
ia appear to be unrelated.) MOTOR DYSGRAPHIA Motor dysgraphia is due to deficient fine motor skills, poor dexterity, poor muscle tone, and/or unspecified motor clumsiness. Generally, written work is poor to illegible, even if copied by sight from another document. Letter formation may be acceptable in very short samples of writing, but this requires extreme effort and an unreasonable amount of time to accomplish, and cannot be sustained for a significant length of time. Spelling skills are not impaired. Finger tapping speed results are below normal.
CHAPTER 1
Dysgraphia due to a defect in the understanding of space has illegible spontaneously written work, illegible copied work, normal spelling, but normal tapping speed. Some children may have a combination of any two or all three of these. Symptoms in actuality may vary in presentation from what is listed here.
PAGE 13
SPATIAL DYSGRAPHIA
For many children with dysgraphia, just holding a pencil and organizing letters on a line is difficult. Their handwriting tends to be messy. Many struggle with spelling and putting thoughts on paper. These and other writing tasks—like putting ideas into language that is organized, stored and then retrieved from memory—may all add to strug-
CHAPTER 1
gles with written language/expression.
LESSER KNOWN INDICATORS OF DYSGRAPHIA
PAGE 14
PAIN WHILE WRITING Many people who are dysgraphic will experience pain while writing. The pain usually starts in the center of the forearm and then spreads along the nervous system to the entire body. This pain can get worse or even appear when a dysgraphic is stressed. Few people who do not have dysgraphia know about this, because many with dysgraphia will not mention it to anyone. There are a few reasons why pain while writing is rarely mentioned: Sufferers do not know that it is unusual to experience this type of pain with writing. If they know that it is different from how others experi-
Those that do believe that the pain while writing is real will often not understand it. It will usually be attributed to muscle ache or cramping, and it will often be considered only a minor inconvenience.
STRESS There are some common problems not related to dysgraphia but often associated with dysgraphia, the most common of which is stress. Often children
frustrated with the task of writing (and spelling);
CHAPTER 1
(and adults) with dysgraphia will become extremely
younger children may cry or refuse to complete written assignments. This frustration can cause the child (or adult) a great deal of stress and can lead to stress related illnesses. Other common
setting are (a) high levels of environmental noise, and (b) over-illumination.
PAGE 15
environmental sources of stress in the classroom
A mixture of upper/lower case letters, irregular letter sizes and shapes, unfinished letters, struggle to use writing as a communications tool, odd writing grip, many spelling mistakes (sometimes), pain when writing, decreased or increased speed of writing and copying, talks to self while writing, and general illegibility. Reluctance or
CHAPTER 2
refusal to complete writing tasks.
SHOULD PEOPLE WITH DYSGRAPHIA USE CURSIVE WRITING INSTEAD OF PRINTING?
PAGE 18
For many children with dysgraphia, cursive writing has several advantages. It eliminates the necessity of picking up a pencil and deciding where to replace it after each letter. Each letter starts on the line, thus eliminating another potentially confusing decision for the writer. Cursive also has very few reversible letters, a typical source of trouble for people with dysgraphia. It eliminates word-spacing problems and gives words a flow and rhythm that enhances learning. For children who find it difficult to remember the motor patterns of letter forms, starting with cursive eliminates the traumatic transition from manuscript to cursive writing. Writers in cursive also
CHAPTER 2
PAGE 19
have more opportunity to distinguish b, d, p, and q because the cursive letter formations for writing each of these letters is so different. Those that do believe that the pain while writing is real will often not understand it. It will usually be attributed to muscle ache or cramping, and it will often be considered only a minor inconvenience.
CHAPTER 2 PAGE 21
CHAPTER 2
SEQUENCING PROBLEMS As with dyslexia, written language difficulty is
PAGE 24
often believed to be the result of underlying visual or perceptual processing weakness. However, research on brain functioning has not found much evidence to support the notion of a visual basis for dysgraphia.
In fact, what usually appears to be a perceptual problem (reversing letters/numbers, writing words backwards, writing letters out of order, and very sloppy handwriting) usually seems to be directly related to sequential/rational information processing. In other words, when students experience difficulty sequencing and organizing detailed information, they often have difficulty with the sequence of letters and words as they write. As a result, the student either needs to slow way down in order to write correctly or experiences rather
(spelling, punctuation, etc.).
CHAPTER 2
extreme difficulty with the ‘mechanics’ of writing
Usually they have difficulty even when they do slow down. And by slowing down or getting ‘stuck’ with the details of writing they often lose the
Sometimes the creative writing skills of such a student are surprisingly strong when the mechanics of writing don’t get in the way. This is because their ‘conceptual’ processing skills are often quite strong enabling them to express ‘deeper meaning’ in spite of difficulty with the details.
PAGE 25
great thoughts that they are trying to write about.
WHAT IS THE TREATMENT FOR DYSGRAPHIA? Prevention, remediation and accommodation are all important elements in the treatment of dysgraphia. Many problems can be prevented by early training. Young children in kindergarten and grade one should learn to form letters correctly; kinaesthetic memory is powerful and incorrect habits are very difficult to eradicate. Muscle training and over-learning good techniques
CHAPTER 3
are both critical for the remediation of dysgraphia. Specifically designed exercises are needed to increase strength and dexterity. A specialist can recommend the most appropriate plan of exercises. For all students, kinaesthetic writing, that is writing with eyes closed or averted, is a powerful
PAGE 28
reinforcer. Work needs always to begin with the formation of individual letters written in isolation. Alphabets need to be practiced daily, often for months.
Finally, individuals can benefit from a variety of modifications and accommodations. One effective method is to teach the use of a word processor, by-passing the complex motor demands of handwriting. Many students may find learning the keyboard by the alphabet method easier than beginning with the home keys. For many, touch typing offers a whole new opportunity to learn to spell through a different kinaesthetic mode. Students should also experiment with different writing tools; some people with dysgraphia may find pencil grips helpful.
to answer questions orally or into a tape recorder
CHAPTER 3
Other bypass methods include allowing the student
instead of writing, modifying written assignments so that less writing is required, and allowing extended time to complete tests and assignments. Copying from the board is an especially difficult
the notes of another student is one possibility. Providing an outline, with spaces left for the student to fill in information, is another. Writing on a slightly inclined plane may be helpful.
PAGE 31
task. Teachers need to provide notes. Photocopying
PAGE 32
CHAPTER 3
Treatment for dysgraphia varies and may include treatment for motor disorders to help control writing movements. Other treatments may address impaired memory or other neurological problems. Some physicians recommend that individuals with dysgraphia use computers to avoid the problems of handwriting. Occupational therapy should be considered to correct an inefficient pencil grasp, strengthen muscle tone, improve dexterity, and evaluate eye-hand coordination. Dysgraphic children should also be
motor skills in early childhood.
CHAPTER 3
evaluated for ambidexterity, which can delay fine
PAGE 33
PAGE 36
CHAPTER 4
There are many ways to help a person with dysgraphia achieve success. Generally strategies fall into three categories: Accommodations: providing alternatives to written expression, such as adjusting assessments (oral). Modifications: changing expectations or tasks to minimize or avoid the area of weakness Remediation: providing instruction for improving handwriting and writing skills.
planning instruction and support. A person with dysgraphia will benefit from help from both spe-
CHAPTER 4
Each type of strategy should be considered when
cialists and those who are closest to the person.
DSF Psychologists are able to assess if a person
for support if a person has dysgraphia caused by a language disorder. If a person has a non-language disorder, it is recommended that they receive additional support from an Occupational Therapist.
PAGE 37
has dysgraphia, and can provide recommendations
PAGE 38
CHAPTER 4
CHAPTER 4
PAGE 39
YOUNG STUDENTS Allow use of print or cursive — whichever is more comfortable. Use large graph paper for math calculation to keep columns and rows organized. Allow extra time for writing assignments. Begin writing assignments creatively with drawing, or speaking ideas into a tape recorder
CHAPTER 4
Alternate focus of writing assignments — put the emphasis on some for neatness and spelling, others for grammar or organization of ideas. Explicitly teach different types of writing — expository and personal essays, short stories, poems,
PAGE 40
etc. Do not judge timed assignments on neatness and spelling. Have students proofread work after a delay — it’s easier to see mistakes after a break. Help students create a checklist for editing work — spelling, neatness, grammar, syntax, clear progression of ideas, etc. Encourage use of a spell checker — speaking spell checkers are available for handwritten work Reduce amount of copying; instead, focus on writing original answers and ideas
Have student complete tasks in small steps instead of all at once. Find alternative means of assessing knowledge, such as oral reports or visual projects Encourage practice through low-stress opportunities for writing such as letters, a diary, making household lists or keeping track of sports teams. Teenagers and adults Provide tape recorders to supplement note taking
Create a step-by-step plan that breaks writing
CHAPTER 4
and to prepare for writing assignments.
assignments into small tasks (see below). When organizing writing projects, create a list of keywords that will be useful.
ity of work, explaining both the strengths and weaknesses of the project and commenting on the structure as well as the information that is included. Use assistive technology such as voice-activated software if the mechanical aspects of writing remain a major hurdle. Many of these tips can be used by all age groups. It is never too early or too late to reinforce the skills needed to be a good writer.
PAGE 41
Provide clear, constructive feedback on the qual-
TEENAGERS AND ADULTS Provide tape recorders to supplement note taking and to prepare for writing assignments. Create a step-by-step plan that breaks writing assignments into small tasks (see below). When organizing writing projects, create a list of keywords that will be useful. Provide clear, constructive feedback on the qual-
CHAPTER 4
ity of work, explaining both the strengths and weaknesses of the project and commenting on the structure as well as the information that is included. Use assistive technology such as voice-activated software if the mechanical aspects of writing re-
PAGE 44
main a major hurdle. Many of these tips can be used by all age groups. It is never too early or too late to reinforce the skills needed to be a good writer.
Though teachers and employers are required by law to make “reasonable accommodations� for individuals with learning disabilities, they may not be aware of how to help. Speak to them about dysgraphia, and explain the challenges you face as a result of your learning disability.
HOW TO APPROACH WRITING ASSIGNMENTS Plan your paper: Pull together your ideas, and consider how you want them in your writing. Organize your thoughts and ideas Create an outline or graphic organizer to be sure you’ve included all your ideas. Make a list of key thoughts and words you will want to use in your paper. Write a draft: This first draft should focus on
making spelling or grammar errors. Using a com-
CHAPTER 4
getting your ideas on paper — don’t worry about
puter is helpful because it will be easier to edit later on. Edit your work: Check your work for proper spelling, grammar and syntax; use a spell checker if
hance content — a thesaurus is helpful for finding different ways to make your point. Revise your work, producing a final draft. Be sure to read it one last time before submitting it.
PAGE 45
necessary. Edit your paper to elaborate and en-
ARTPEOPLEGALLERY.COM
KCARTLEDGEBLOG.FILES.WORDPRESS.COM
ATHELP.ORG
CHAPTER 5
WEBS.WOFFORD.EDU
JOSEPHBOGEN.INFO
PAGE 50
ANNAKOREN.COM
BLOG.JUANJOSEMILLAN.ES
QUOVX4D83TR2HP1R22MGWA1M.WPENGINE.NETDNA-CDN.COM
LLCEGYPT.FILES.WORDPRESS.COM
LINCS.ED.GOV/PROFESSIONAL-DEVELOPMENT/RESOURCECOLLECTIONS/PROFILE-135
BRAINHE.COM/STAFF/TYPES/DYSGRAPHIASTAFF.HTML
LDANH.ORG/DOCS/FACTSHEETS4.27.04/DYSGRAPHIA.PDF
BRAIN.OXFORDJOURNALS.ORG/CONTENT/136/7/2011 CHAPTER 5
GREATSCHOOLS.ORG/GK/ARTICLES/DYSGRAPHIA-LEARNING-DISABILITY-WRITING/
DSF.NET.AU/WHAT-IS-DYSGRAPHIA/ PAGE 51
SMARTKIDSWITHLD.ORG
EXPERIENCEPROJECT.COM
THESCHOOLRUN.COM
_COLOPHON TYPEFACE: TSTAR PRO & ORIGINAL HANDWRITING SOFTWARE: ADOBE CREATIVE CLOUD PAPER: EPSON PREMIUM MATTE, HEAVYWEIGHT PRINTING: BLURB, SAN FRANCISCO, CALIFORNIA DESIGNER: VIOLA SPAGNOTTO
THIS IS A STUDENT PROJECT ONLY. NO PARTS OF THIS BOOK OR ANY OTHER PART OF THE PROJECT WAS PRODUCED FOR COMMERCIAL USE.
PROJECT APP AVAILABLE ON SCRIBBLESCRIBBLES.COM