Students with Learning disability of writing. Presented by Toshi Dysgraphia Students with Learning disability of writing. Presented by Toshi Acknowledgement: -Virginia W. Berninger Nicole Alston Abel University of Washington, Seattle, WA, - Sylvia Rendón, Ph.D. and Deb Culbertson, M.Ed.

Dysgraphia is a Writing Nightmare.

Definitions of Dysgraphia Problem in handwriting automaticity—retrieving and producing legible letters effortlessly and fast, Problem in spelling with or without indicators of dyslexia, Problem in finger motor planning, and/or Problems in executive functions for self-regulating the composing process (fluency and quality). * Virginia W. Berninger Nicole Alston-Abel University of Washington, Seattle, WA

Samples of Writing.

How learners with Dysgraphia hold their pencils.

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Checklist Signature of Dysgraphia Inability to maintain proper posture and to hold the writing tool appropriately. Inability to utilize space in the proper relationship. Poor attention to details. * Sylvia Rendón, Ph.D. and Deb Culbertson, M.Ed.

Trouble Areas Difficulty in expressing ones’ thoughts Poor English usage Poor punctuation and capitalization Difficulty with legible handwriting * Sylvia Rendón, Ph.D. and Deb Culbertson, M.Ed.

Criteria for Judging Quality Letter forms Slant Rhythm Space General Appearance * Sylvia Rendón, Ph.D. and Deb Culbertson, M.Ed.

Treatment for Dysgraphia Prevention - Early training. Young children in K to grade one should learn to form letters correctly; kinesthetic memory is powerful and incorrect habits are very difficult to eradicate. Remediation - Muscle training and over-learning good techniques! Kinesthetic writing, that is writing with eyes closed or averted, is a powerful reinforcer. Work needs always to begin with the formation of the individual letters written in isolation. Alphabets need to be practiced daily, often for months. Modifications and Accommodations - Use a word processor, touch typing can offer a new opportunity to learn to spell through a different kinesthetic mode. Different writing tools; some people with dysgraphia may find pencil grips helpful..other bypass methods include allowing the student to answer questions orally or into a tape recorder instead of writing, modifying written assignments so that less writing is required, allowing extended time to complete tests and assignments. Copying from the board is an especially difficult task. Teachers need to provide notes. Writing on a slightly inclined plane is also helpful. * Sylvia Rendón, Ph.D. and Deb Culbertson, M.Ed.

Suggestions for Regular Classroom Practice in handwriting Allow keyboarding Dictation: production is increased 9X vs. handwriting and 20X vs. keyboarding. Allow extra time to complete written assignments Use cursive Avoid critical evaluation of handwriting Do not ask student to write without purpose Give multiple-choice, T/F, fill in the blank test Gross motor skill need to be broken into smaller tasks. * Sylvia Rendón, Ph.D. and Deb Culbertson, M.Ed.

If students have to write. Use Cursives Each letter starts on the line. Eliminates the need of picking up a pencil and deciding where to place it after each letter. Very few reversible letters. Eliminates word-spacing problems Gives words a flow and rhythm * Sylvia Rendón, Ph.D. and Deb Culbertson, M.Ed.