Inquiry Research ProjectInquiry Research ProjectFall 2007Fall 2007

Debbi FewsterDebbi Fewster

DysgraphiaDysgraphiaWhat is it and how can What is it and how can

we help?we help?

DysgraphiaDysgraphia

Dysgraphia (writing Dysgraphia (writing disability) is one of disability) is one of the most poorly the most poorly understood of the understood of the specific learning specific learning disabilities, disabilities, although it is quite although it is quite common.common.

Perceptions about Perceptions about handwriting:handwriting:

People are judged by their handwriting in People are judged by their handwriting in school and life. Teachers frequently think school and life. Teachers frequently think legible writing is academically superior (Boutte, legible writing is academically superior (Boutte, & McCoy, 1994). & McCoy, 1994).

Handwriting portions of standardized tests are Handwriting portions of standardized tests are consistently scored higher when handwriting is consistently scored higher when handwriting is legible regardless of content (Ediger, Marlow, legible regardless of content (Ediger, Marlow, and Rao, 2003). and Rao, 2003).

The most common mistake is The most common mistake is for teachers to underestimate for teachers to underestimate how much dysgraphia is how much dysgraphia is impacting on the quality and impacting on the quality and quantity of a student's work. quantity of a student's work.

Often a student needs a Often a student needs a dramatic reduction in the dramatic reduction in the quantity of assigned work. quantity of assigned work. Making up all of the assigned Making up all of the assigned work at home may be next to work at home may be next to impossible. impossible.

Handwriting demands in Handwriting demands in the classroomthe classroom

Good handwriting is necessary for doing well in school, Good handwriting is necessary for doing well in school, as students must be able to take notes quickly and as students must be able to take notes quickly and efficiently, and they must also be able to read their own efficiently, and they must also be able to read their own handwriting when they are studying those notes for handwriting when they are studying those notes for tests. Handwriting is a significant part of a classroom tests. Handwriting is a significant part of a classroom day for early elementary students (McHale & Cermak, day for early elementary students (McHale & Cermak, 1992).1992).

The use of handwriting is in fact the primary method The use of handwriting is in fact the primary method by which elementary students convey their knowledge by which elementary students convey their knowledge to teachers about the extent to which they have to teachers about the extent to which they have mastered academics (Amundson, 2001). mastered academics (Amundson, 2001).

Writing/ComposingWriting/Composing

Composition is one Composition is one academic skill especially academic skill especially dependent on handwriting. dependent on handwriting. Children with good Children with good handwriting skills are better handwriting skills are better writers (Graham, Harris, & writers (Graham, Harris, & Reid, 1992).Reid, 1992).

Good handwriting ability is Good handwriting ability is linked to written linked to written compositions success compositions success (Graham, Harris & Fink, (Graham, Harris & Fink, 2000). 2000).

SIGNS OF DYSGRAPHIA:SIGNS OF DYSGRAPHIA:

Generally illegible writing (despite appropriate time and attention given the Generally illegible writing (despite appropriate time and attention given the task) task)

Inconsistencies : mixtures of print and cursive, upper and lower case, or Inconsistencies : mixtures of print and cursive, upper and lower case, or irregular sizes, shapes, or slant of letters irregular sizes, shapes, or slant of letters

Unfinished words or letters, omitted words Unfinished words or letters, omitted words Inconsistent position on page with respect to lines and margins Inconsistent position on page with respect to lines and margins Inconsistent spaces between words and letters Inconsistent spaces between words and letters Cramped or unusual grip, especiallyCramped or unusual grip, especially holding the writing instrument very close to the paper, or holding the writing instrument very close to the paper, or holding thumb over two fingers and writing from the wrist holding thumb over two fingers and writing from the wrist

Strange wrist, body, or paper position Strange wrist, body, or paper position Talking to self while writing, or carefully watching the hand that is writing Talking to self while writing, or carefully watching the hand that is writing Slow or labored copying or writing - even if it is neat and legible Slow or labored copying or writing - even if it is neat and legible Content which does not reflect the student's other language skillsContent which does not reflect the student's other language skills

Diagnosing Dysgraphia Diagnosing Dysgraphia

Dysgraphia cannot be diagnosed Dysgraphia cannot be diagnosed solely by looking at a handwriting solely by looking at a handwriting sample. A qualified clinician must sample. A qualified clinician must directly test the individual. Such a directly test the individual. Such a test includes writing self generated test includes writing self generated sentences and paragraphs and sentences and paragraphs and copying age appropriate text. The copying age appropriate text. The examiner assesses not only the examiner assesses not only the finished product, but also the finished product, but also the process, including posture, position, process, including posture, position, pencil grip, fatigue, cramping, or pencil grip, fatigue, cramping, or tremor of the writing hand, eyed-tremor of the writing hand, eyed-ness and handedness, and other ness and handedness, and other factors (Duel, 1995). factors (Duel, 1995).

WHAT TO DO:WHAT TO DO:

AccommodateAccommodate -- reduce the impact that -- reduce the impact that writing has on learning or expressing writing has on learning or expressing knowledge -- without substantially knowledge -- without substantially changing the process or the product.changing the process or the product.

ModifyModify -- change the assignments or -- change the assignments or expectations to meet the student's expectations to meet the student's individual needs for learningindividual needs for learning

RemediateRemediate - provide instruction and - provide instruction and opportunity for improving handwritingopportunity for improving handwriting

ACCOMMODATIONS:ACCOMMODATIONS:

When considering accommodating or modifyingWhen considering accommodating or modifyingexpectations to deal with dysgraphia, considerexpectations to deal with dysgraphia, considerchanges inchanges in

1. the1. the raterate of producing written work, of producing written work, 2. the 2. the volumevolume of the work to be produced, of the work to be produced, 3. the 3. the complexitycomplexity of the writing task, and of the writing task, and 4. the4. the toolstools used to produce the written product, used to produce the written product,

andand5. the 5. the formatformat of the product. of the product.

Change the demands of Change the demands of writing ratewriting rate::

Allow more time for written Allow more time for written tasks including note-tasks including note-taking, copying, and tests taking, copying, and tests

Allow students to begin Allow students to begin projects or assignments projects or assignments early early

Encourage learning Encourage learning keyboarding skills to keyboarding skills to increase the speed and increase the speed and legibility of written work. legibility of written work.

Adjust the Adjust the volumevolume::

Instead of having the student write a complete set of notes, Instead of having the student write a complete set of notes, provide a partially completed outline so the student can fill in the provide a partially completed outline so the student can fill in the details under major headingsdetails under major headings

Allow the student to dictate some assignments or tests (or parts of Allow the student to dictate some assignments or tests (or parts of tests) a 'scribe'. tests) a 'scribe'.

Remove 'neatness' or 'spelling' (or both) as grading criteria for Remove 'neatness' or 'spelling' (or both) as grading criteria for some assignments, or design assignments to be evaluated on some assignments, or design assignments to be evaluated on specific parts of the writing process. specific parts of the writing process.

Reduce copying aspects of work; for example, in Math, provide a Reduce copying aspects of work; for example, in Math, provide a worksheet with the problems already on it instead of having the worksheet with the problems already on it instead of having the student copy the problems.student copy the problems.

Change the Change the ComplexityComplexity:: Break writing into stages and teach students to do the Break writing into stages and teach students to do the

same. Teach the stages of the writing process same. Teach the stages of the writing process (brainstorming, drafting, editing, and proofreading, (brainstorming, drafting, editing, and proofreading, etc.). etc.).

On a computer, a student can make a rough draft, copy On a computer, a student can make a rough draft, copy it, and then revise the copy, so that both the rough draft it, and then revise the copy, so that both the rough draft and final product can be evaluated without extra typing.and final product can be evaluated without extra typing.

Do not count spelling on rough drafts or one-sitting Do not count spelling on rough drafts or one-sitting assignments.assignments.

Encourage the student to use a spellchecker and to Encourage the student to use a spellchecker and to have someone else proofread his work, too.have someone else proofread his work, too.

Change the Change the toolstools:: Allow the student to use cursive or manuscript, Allow the student to use cursive or manuscript,

whichever is most legible whichever is most legible

Allow older students to use the line width of Allow older students to use the line width of their choicetheir choice

Allow student to use graph paper for math, or Allow student to use graph paper for math, or to turn lined paper sideways, to help with lining to turn lined paper sideways, to help with lining up columns of numbers. up columns of numbers.

Allow the student to use the writing instrument Allow the student to use the writing instrument that is most comfortable. that is most comfortable.

Word Processing should Word Processing should be an option for many be an option for many reasons. (Bear in mind reasons. (Bear in mind that for many of these that for many of these students, learning to use students, learning to use a word processor will be a word processor will be difficult for the same difficult for the same reasons that handwriting reasons that handwriting is difficult.) is difficult.)

Consider whether use of Consider whether use of speech recognition speech recognition software will be helpful. software will be helpful.

MODIFICATIONS:MODIFICATIONS:

1. Adjust the 1. Adjust the volumevolume:: Reduce the copying elements of assignments and Reduce the copying elements of assignments and

tests. For example, if students are expected to 'answer tests. For example, if students are expected to 'answer in complete sentences that reflect the question,' have in complete sentences that reflect the question,' have the student do this for three questions that you select, the student do this for three questions that you select, then answer the rest in phrases or words (or drawings). then answer the rest in phrases or words (or drawings). If students are expected to copy definitions, allow the If students are expected to copy definitions, allow the student to shorten them or give him the definitions and student to shorten them or give him the definitions and have him highlight the important phrases and words or have him highlight the important phrases and words or write an example or drawing of the word instead of write an example or drawing of the word instead of copying the definition. copying the definition.

Reduce the length requirements on written Reduce the length requirements on written assignments -- stress quality over quantity. assignments -- stress quality over quantity.

Change the Change the complexity:complexity:

Grade different assignments on individual parts Grade different assignments on individual parts of the writing process, so that for some of the writing process, so that for some assignments "spelling doesn't count," for assignments "spelling doesn't count," for others, grammar. others, grammar.

Develop cooperative writing projects where Develop cooperative writing projects where different students can take on roles such as the different students can take on roles such as the 'brainstormer,' 'organizer of information,' 'brainstormer,' 'organizer of information,' 'writer,' 'proofreader,' and 'illustrator.' 'writer,' 'proofreader,' and 'illustrator.'

Provide extra structure and intermittent Provide extra structure and intermittent deadlines for long-term assignments. deadlines for long-term assignments.

Change the Change the format:format:

Offer the student an Offer the student an alternative project alternative project such as an oral such as an oral report or visual report or visual project. project.

PowerPoint may be PowerPoint may be an option. an option.

REMEDIATION:REMEDIATION:

Consider these options:Consider these options: Build handwriting instruction into the Build handwriting instruction into the

student's schedule. student's schedule.

Incorporate meaningful ways for the Incorporate meaningful ways for the student to practice handwritingstudent to practice handwriting

Even if the student Even if the student employs employs accommodations for accommodations for writing, and uses a writing, and uses a word processor for word processor for most work, it is still most work, it is still important to develop important to develop and maintain legible and maintain legible writing. writing.

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