Strategies for Teaching Students with Learning and Behavior Problems Eighth Edition Sharon Vaughn...

Strategies for Teaching Students with Learning and Behavior Problems

Eighth Edition

Sharon VaughnCandace S. Bos

Copyright © Pearson Allyn & Bacon 2009

Chapter 9

Assessing and Teaching Writing and Spelling

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Focus Questions 3

What are the characteristics of students with handwriting problems?


Handwriting Problems

• Dysgraphia is a written-language disorder that involves mechanical writing skill

• It manifests itself in poor writing performance

• It is seen in students of at least average intelligence who do not have a neurological disability and/or perceptual-motor handicap

• It can occur alone or in the presence of other disabilities


Symptoms of Letter Formation Seen in Dysgraphia

• Poor formation

• Too large, too small, or inconsistent

• Incorrect use of capital and lowercase letters

• Crowded or cramped

• Inconsistent spacing

• Incorrect alignment

• Incorrect or inconsistent slant

• Lack of fluency

• Slow pace even when asked to write quicklyCopyright © Pearson Allyn & Bacon 2009

What dysgraphia is...

• a processing problem • difficulty in automatically remembering and

mastering the sequence of muscle motor movements needed in writing

• causes writing fatigue • interferes with communication of ideas in writing • contributes to poor organization on the line and on

the page • out of harmony with the person's intelligence


http://www.peas-ink.com/ann/folio/hgse/t560/dysgraphia/intro.htm

What dysgraphia is not ... – laziness – not trying – not caring – sloppy writing – general sloppiness – careless writing – visual-motor delay


Example of dysgraphic handwriting:


http://www.usd.edu/disabrs/handwriting.htm

Example of a dysgraphic's bumpy ride with writing:

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.


How is Dysgraphia Treated?

First, an evaluation by an occupational therapist is often warranted, to determine if there are specific exercises and strategies a child can do in order to strengthen fine motor skills necessary for writing.

Second, parents should work closely with their child's school to determine appropriate accommodations. The goal of accommodations is to ensure that the process of writing does not interfere with a child's ability to learn, or to show what he/she has learned.


Some examples of common accommodations include:

Limiting the copying aspect of work (i.e., no copying sentences or math problems from the chalkboard or from a book).

Allowing students to be tested orally (i.e., simply say their answer to the teacher, rather than writing it out).

Not grading for spelling errors, accept on spelling tests and assignments specifically assigned for spelling.

Allowing students to dictate book reports into a tape recorder, or to their parents for typing.

Teaching students to type as early as possible, so that they can type papers instead of writing them by hand.

If assignments must be written, allowing students to use abbreviations or to respond in a shortened manner (i.e., making lists versus

writing out complete sentences). Finally, older students may need extra assistance in learning how to

to organize their thoughts for papers and essays. This may include brainstorming ideas, learning to group similar ideas, identifying appropriate sequencing of ideas, and mastering skills of proofing and correcting their written work.


Strategies for Teaching Students with Learning and Behavior Problems Eighth Edition Sharon Vaughn...

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