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cant my child write legibly.
Type of Special Need
D y s
g r a p h i a . . .
School Term :(SLD
- Specific Learning Disability)
- is a processing problem
- causes writing fatigue
- interferes with communication of ideas in writing
contributes to poor organization on the
line and on the page
Dysgraphia can be seen in. . .
- letter inconsistencies
- mixture of upper/lower
case letters or print/cursive letters
- irregular letter sizes
- unfinished letters
- struggle to use writing
as a communications tool
Dysgraphia is not . . .
- general sloppiness
- careless writing
- visual-motor delay
defined as a difficulty in automatically remembering and mastering the
sequence of muscle motor movements needed in writing letters or numbers.
This difficulty is out of harmony with the person's intelligence, regular
teaching instruction, and (in most cases) the use of the pencil in
non-learning tasks. It is neurologically based and exists in varying
degrees, ranging from mild to moderate. It can be diagnosed, and it can be
overcome if appropriate remedial strategies are taught well and
conscientiously carried out. An adequate remedial program generally works if
applied on a daily basis. In many situations, it is relatively easy to plan
appropriate compensations to be used as needed.
an inefficiency which seldom exists in isolation without other symptoms of
learning problems. While it may occasionally exist alone, it is most
commonly related to learning problems involved within the sphere of written
language. Difficulty in writing is often a major problem for students,
especially as they progress into upper elementary and into secondary
school. Rosa Hagan has stated, "Inefficiency in
handwriting skills provides a barrier to learning, whereas efficiency
in basic handwriting skills provides a tool for
learning. Once this tool is established, it can help reinforce many other
areas kids are having difficulties with."
Difficulties with writing
often leads to major misunderstandings by
teachers and parents, and consequently, to many frustrations for the
student. This is especially true for the bright, linguistically fast student
who encounters a major stumbling block when dealing with written expression
due to the lack of smooth, efficient automaticity in letter and word
formation. These students struggle to translate their thoughts and
knowledge, which then denies their teachers the opportunity to understand
what they know.
An astute teacher or parent
may suspect dysgraphia in a student by observing writing performances. All
too often, however, the student's performance is interpreted as poor
motivation, carelessness, laziness, or excessive speed. While these
observations may be very real, they are on the surface, and the underlying
cause may be a dysgraphic pattern which is not within the student's control.
Specific symptoms which may be noted include: