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7. WRITTEN LANGUAGE DEFICIT
Written language deficit (dysgraphia) is a learning disability that affects a person's ability to write. It can manifest itself as difficulties with spelling, poor handwriting and trouble putting thoughts on paper. Persons with dysgraphia seldom use self-regulation and self-assessment strategies such as setting a goal, planning one’s writing, organizing ideas, drafting, self-assessing and rewriting.
Among the most common characteristics of written language deficit belong :
- tight, awkward pencil grip and body position,
- illegible handwriting,
- avoiding writing or drawing tasks,
- tiring quickly while writing,
- great difficulty thinking and writing at the same time (taking notes, creative writing),
- saying words out loud while writing,
- inconsistent spacing between words and letters,
- inconsistent handwriting: mixtures of print and cursive, upper and lower case, or irregular sizes, shapes or slant of letters,
- unfinished or omitted words in sentences,
- poor spatial planning on paper.
Educational Approaches
There are many ways to help a person with dysgraphia achieve success. Generally strategies fall into three categories:
- Accommodations: providing alternatives to written expression (use of word processor, oral examination, provision of notes or outlines, note-taker, etc.)
- Modifications: changing expectations or tasks to minimize or avoid the area of weakness
- Remediation: providing instruction for improving handwriting and writing skills. Use multi-sensory techniques for learning letters, shapes and numbers is recommended. Zelinková divides the instruction into motivation, development of motor skills, proper pen grip, relaxation and preparatory exercises.
Each type of strategy should be considered when planning instruction and support. Finding the most beneficial type of support is a process of trying different ideas and openly exchanging thoughts on what works best. It's important to reinforce this early as it's difficult for students to unlearn bad habits later on. |
