The Reluctant Writer: What’s Going On?
Definitions:
There are similarities between dyslexia (reading problems) and dysgraphia (writing problems). If a student has one of these, the written product may look similar. They both have processing problems, the sequencing and organization of letters are mixed, and their skill production labored. It doesn’t matter the label of the problem, the purpose should be to help them be successful.
Dysgraphia is characterized by substantial EFFORT (because things aren’t automatic), and interferes with the ability to convert ideas into written format. The basic prerequisite skills of letter formation and use of space cause great energy drain that interferes with higher level performance of expression. Watch for an unexpected underachievement. (If a student is highly intelligent verbally, you wouldn’t expect a problem, but are surprised at the lack of achievement in their written work.)
It is very important to note, that dysgraphia is NOT: laziness, not trying, not caring, sloppy writing, general sloppiness, careless writing, visual-motor delay.
Identification:
If you have a student that is struggling with writing, it may be that their underlying processing skills need development: physical components (i.e. holding pencil), motor performance (i.e. ability to make pencil move in proper direction), active working memory (i.e. ability to hold part of the task in mind while working on the task), language and idea formation, inattentiveness to details in writing (i.e. can form letters and words without having to think about the process).
If you observe any of the following to an unusual degree, they may be indications of a need for further investigation: cramped fingers, odd positions, many inconsistencies, general illegibility, heavy reliance on visual. Students with severe writing problems find writing very fatiguing because they don’t reach a level of automaticity. They have to think, “Now, the ‘m’ has two humps”, each time they write the letter “m”. One student was quoted to say something like, “I wish that my brain was in my elbow. Because by the time my brain tells my hand what to write, it gets lost! If it was in my elbow, it would get there faster.”
Tools and Teaching
Techniques:
When students are reluctant to write, we must help them
develop strategies and see patterns.
*Why do kids avoid writing? They may get too much negative reinforcement. When developing mechanical writing skills (using pencil, writing letters with consistency and automaticity, punctuation, capitalization, spelling), pick priorities and don’t attack all of the problems at one time. If kids feel threatened, or if it’s not enjoyable, they will shorten their stories so that there isn’t so much work to correct.
*Why do kids avoid writing? They may lack skills. Give students tools and patterns.
Spelling strategies should be practiced with a program that provides patterns and also uses multisensory approaches (“Neurons that Fire Together, Wire Together”) to learning the word. (possible recommendation: Spelling Power). Reinforce spelling with the Franklin Language Master. It is a spell checker that reinforces phonetic analysis, helps connect phonetics with eidetics (match to correct spelling), provides crucial auditory reinforcement (it says the word), and compensates for sequencing problems in dictionary work.
Use Categorization charts and work on sequencing.
One tool is for the student and teacher to brainstorm the topic. Write down what the student says and put the notes on a paper or blackboard for the student to refer to when writing.
*Why do kids avoid writing? They may lack motivation, and
automaticity.
If a student has trouble with letter formation or sound segmentation and blending, they should practice using fun, animated computer stories, and should also develop keyboarding skills. Typing on a keyboard bypasses the auditory system. Develop keyboarding skills. Often a child cannot spell a word correctly in writing, but they can type it!
Have your student create a family newsletter!
The only one teaching technique that will help all children is to try to see it from their eyes!
Try to look at their activities and find any processing problems. Suggest, “Let’s do it a different way”, and help them lose frustration that leads to shutdown. The person that can make hard things seem easy is the educator.
Remember this story, and help your student to know that sometimes they may have to work harder, but they also have many strengths and talents. Highlight those!
“One Size Fits All”
Once upon a time the animals decided they must do something heroic to meet the problems of a ‘new world’, so they organized a school. They adopted an activity curriculum consisting of running, climbing, swimming, and flying, and to make it easier to administer, all the animals took all the subjects. The duck was excellent in swimming, better in fact than his instructor, and made passing grades in flying, but he was very poor in running. Since he was so slow in running, he had to stay after school and also drop swimming to practice running. This was kept up until his web feet were badly worn and he was only average in swimming. But average was acceptable in school, so nobody worried about that except the duck. The rabbit started at the top of the class in running, but had a nervous breakdown because of so much make-up work in swimming. At the end of the year, an abnormal eel that could swim exceedingly well, and also run, climb and fly a little had the highest average and was valedictorian. How many of us are like the duck who is excellent in swimming and good at flying but we spend a lifetime running only to wear out our feet and in so doing neglect the true gifts that have been given to us? (copyright- Regina Richards)
Some References:
All Kinds of Minds, Mel Levine
Building Paragraphs Manual, Grades 2-8, Learning Headquarters
Building Multiple Paragraph Essays, Grades 4-8, Learning Headquarters
Building the
Dyslexia Testing: A
Process, Not a Score,
Eli, The Boy Who Hated to Write: Understanding Dysgraphia, R. Richards and Eli Richards
Hank Zipzer, The Almost True Stories of the World’s Best Underachiever, Henry Winkler
How the Brain Learns to Read, David Sousa
Keeping a Head in School, Mel Levine
Learn: Playful Strategies for all Students, Regina Richards
Neuropsychology of Reading Disorders: diagnosis and intervention workbook, Feifer& Defina The Source for Dyslexia and Dysgraphia, R. Richards
The Source for Learning and Memory, R. Richards
Speech to Print: Language Essentials for Teachers, Louisa Cook Moats
Unlocking Literacy: Effective Decoding and Spelling Instruction, Marcia K. Henry
Websites References:
For keyboarding and/or storywriting programs: