dysgraphia
Dysgraphia means difficulty expressing thoughts in writing. It can also be understood as a writing difficulty.
Strengths:
*creative
*oral skills
*curious/inquisitive
*thinking outside-the-box
*offer different perspectives
*artistic abilities
Challenges:
*writing
*spelling*
*organizing thoughts and putting thoughts down on paper
*keeping track of information that has already been written down
*organizing letters, numbers, and/or words on a line and/or page
*some fine motor skills
*processing what the eye sees
*processing and making sense of what the ear hears
*syntax structure and grammar
*It is important to remember that poor spelling IS NOT an indication of low intelligence.
Tips for in the Classroom
Have students outline their thoughts, writing down a key word or sentence for each paragraph and going back later to fill in the details.
Students can draw a picture or find an image to represent their thoughts before beginning a writing task.
Have students complete tasks in small steps instead of all at once (create a step-by-step plan).
For writing projects, have and help students create a list of keywords that will be useful.
The acronym POWER may be helpful: (P)- plan your paper, (O)- organize your thoughts and ideas, (W)- write your draft (E)- edit your work (R)- revise your work, producing a final draft.
Have students complete an outline, graphic organizer, or mind map before beginning a writing assignment to ensure they have included all their ideas.
Allow students to use electronic devices to record their thoughts which can then be transformed from speech-to-text.
Allow students to use electronic devices to type their work.
Help students create a checklist for editing work- spelling, neatness, grammar, syntax, clear progression of ideas, etc.
Have students proofread their work after a delay (it has been shown to be easier to see mistakes after a break).
In place of written expression, provide students with an opportunity to demonstrate their knowledge in alternative forms (oral reports, visual projects).
Use large graph paper for math calculation to keep columns and rows organized.
Provide clear, constructive feedback on assignments, pointing out both strengths and areas that need improvement.
Strengths:
*creative
*oral skills
*curious/inquisitive
*thinking outside-the-box
*offer different perspectives
*artistic abilities
Challenges:
*writing
*spelling*
*organizing thoughts and putting thoughts down on paper
*keeping track of information that has already been written down
*organizing letters, numbers, and/or words on a line and/or page
*some fine motor skills
*processing what the eye sees
*processing and making sense of what the ear hears
*syntax structure and grammar
*It is important to remember that poor spelling IS NOT an indication of low intelligence.
Tips for in the Classroom
Have students outline their thoughts, writing down a key word or sentence for each paragraph and going back later to fill in the details.
Students can draw a picture or find an image to represent their thoughts before beginning a writing task.
Have students complete tasks in small steps instead of all at once (create a step-by-step plan).
For writing projects, have and help students create a list of keywords that will be useful.
The acronym POWER may be helpful: (P)- plan your paper, (O)- organize your thoughts and ideas, (W)- write your draft (E)- edit your work (R)- revise your work, producing a final draft.
Have students complete an outline, graphic organizer, or mind map before beginning a writing assignment to ensure they have included all their ideas.
Allow students to use electronic devices to record their thoughts which can then be transformed from speech-to-text.
Allow students to use electronic devices to type their work.
Help students create a checklist for editing work- spelling, neatness, grammar, syntax, clear progression of ideas, etc.
Have students proofread their work after a delay (it has been shown to be easier to see mistakes after a break).
In place of written expression, provide students with an opportunity to demonstrate their knowledge in alternative forms (oral reports, visual projects).
Use large graph paper for math calculation to keep columns and rows organized.
Provide clear, constructive feedback on assignments, pointing out both strengths and areas that need improvement.
student sample text
Dysgraphia does not have to limit creativity, as identified by the sample below composed on a computer by a 12-year-old dyslexic and dysgraphic student.
First draft of creative story as typed by 12-year-old student:
the way I descride a bumby ride is like wothgan mowtsarts mowsek. eshe bumby rowd is like a song. Eshe bumb is the a note eche uncon at the sam time ste is. that was the mewstere to mowts mowsuk it was vare metereus and unperdekdable.So the next time you drive down a bumby theak of mowtsart.
Same story. Student read to teacher using his draft:
"The way I describe a bumpy ride is like Wolfgang Mozart's music. Each bumpy road is like a song. Each bump in the road is a note. Each bump is uncontrolled at the same time it still is controlled. That was the magic to Mozart's music. It was very mysterious and unpredictable. So the next time you drive down a bumpy road think of Mozart."
First draft of creative story as typed by 12-year-old student:
the way I descride a bumby ride is like wothgan mowtsarts mowsek. eshe bumby rowd is like a song. Eshe bumb is the a note eche uncon at the sam time ste is. that was the mewstere to mowts mowsuk it was vare metereus and unperdekdable.So the next time you drive down a bumby theak of mowtsart.
Same story. Student read to teacher using his draft:
"The way I describe a bumpy ride is like Wolfgang Mozart's music. Each bumpy road is like a song. Each bump in the road is a note. Each bump is uncontrolled at the same time it still is controlled. That was the magic to Mozart's music. It was very mysterious and unpredictable. So the next time you drive down a bumpy road think of Mozart."