Handwriting Difficulties

 

Even in these days of the magic of computer word processing, handwriting is a necessary competency. In school, it is the usual medium through which students convey to teachers what they have learned. In many situations, adults also find writing a necessity that they cannot avoid.

The word dysgraphia was coined from the Greek words dys meaning ill or difficult and graphein meaning to write, and is used to describe a severe problem with handwriting.

Signs of Dysgraphia

Dysgraphia can be identified by the following symptoms:

  • May exhibit strong verbal but particularly poor writing skills
  • Random (or non-existent) punctuation
  • Spelling errors (sometimes same word spelled differently); reversals; phonic approximations; syllable omissions; errors in common suffixes
  • Clumsiness and disordering of syntax; an impression of illiteracy
  • Misinterpretation of questions
  • Disordered numbering and written
    number reversals
  • Inconsistencies: mixtures of print and cursive, upper and lower case, or irregular sizes, shapes, or slant of letters
  • Unfinished words or letters, omitted words
  • Inconsistent position on page with respect to lines and margins and inconsistent spaces between words and letters
  • Cramped or unusual grip, especially holding the writing instrument very close to the paper, or holding thumb over two fingers and writing from the wrist
  • Talking to self while writing, or carefully watching the hand that is writing.
  • Generally illegible writing despite appropriate time and attention given to the task
  • Struggle to use writing as a communications tool
  • Strange wrist, body, or paper position
  • Slow or labored copying or writing - even if it is neat and legible
  • Content which does not reflect the student's other language skills.

What Causes Dysgraphia

Dysgraphia can be caused by poor motor skills, poor visual perception of letters and words, and difficulty in retaining visual impressions, caused by a poor visual memory.

Students with dysgraphia often have sequencing problems. Studies indicate that what usually appears to be a perceptual problem (reversing letters/numbers, writing words backwards, writing letters out of order, and very sloppy handwriting) usually seems to be directly related to sequential/rational information processing. These students often have difficulty with the sequence of letters and words as they write. As a result, the student either needs to slow down in order to write accurately, or experiences extreme difficulty with the "mechanics" of writing (spelling, punctuation, etc.). They also tend to intermix letters and numbers in formulas. Usually they have difficulty even when they do their work more slowly. And by slowing down or getting "stuck" with the details of writing they often lose the thoughts that they are trying to write about.

Students with an attention deficit disorder (especially with hyperactivity) often experience rather significant difficulty with writing and formulas in general and handwriting in particular. This is because ADHD students also have difficulty organizing and sequencing detailed information. In addition, ADHD students are often processing information at a very rapid rate and simply don't have the fine-motor coordination needed to "keep up" with their thoughts.

Some students can also experience writing difficulty because of a general auditory or language processing weakness. Because of their difficulty learning and understanding language in general, they obviously have difficulty with language expression. Although most students with dysgraphia do not have visual or perceptual processing problems, some students with a visual processing weakness will experience difficulty with writing speed and clarity simply because they aren't able to fully process the visual information as they are placing it on the page.

 

STRATEGIES

Encourage students to outline their thoughts. It is important to get the main ideas down on paper without having to struggle with the details of spelling, punctuation, etc

Have students draw a picture of a thought for each paragraph.

Have students dictate their ideas into a tape recorder and then listen and write them down later.

Have them practice keyboarding skills. It may be difficult at first, but after they have learned the pattern of the keys, typing will be faster and clearer than handwriting.

Have a computer available for them to organize information and check spelling. Even if their keyboarding skills aren't great, a computer can help with the details.

Have them continue practicing handwriting. There will be times throughout a student's life that they will need to be able to write things down and maybe even share their handwriting with others. It
will continue to improve as long as the student keeps working at it.

Encourage student to talk aloud as they write. This may provide valuable auditory feedback.

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

Instead of having the student write a complete set of notes, provide a partially completed outline so the student can fill in the details under major headings (or provide the details and have the
student provide the headings).

Allow the student to dictate some assignments or tests (or parts thereof) a 'scribe'. Train the 'scribe' to write what the student says verbatim and then allow the student to make changes, without
assistance from the scribe.

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

With the students, allow abbreviations in some writing (such as b/c for because). Have the student develop a repertoire of abbreviations in a notebook. These will come in handy in future
note-taking situations.

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

Separate the writing into stages and then teach students to do the same. Teach the stages of the writing process (brainstorming, drafting, editing, and proofreading, etc.). Consider grading these
stages even on some 'one-sitting' written exercises, so that points are awarded on a short essay for brainstorming and a rough draft, as
well as the final product.

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

Encourage the student to use a spellchecker and, if possible, have someone else proofread his work, too. Speaking spellcheckers are recommended, especially if the student may not be able to recognize the correct word.

Allow the student to use cursive or manuscript, whichever is most legible

Encourage primary students to use paper with the raised lines to keep writing on the line.

Allow older students to use the line width of their choice. Keep in mind that some students use small writing to disguise its messiness or spelling.

Allow students to use paper or writing instruments of different colors.

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

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

If copying is laborious, allow the student to make some editing marks rather than recopying the whole thing.

Keep in mind that handwriting habits are entrenched early. Before engaging in a battle over a student's grip or whether they should be
writing in cursive or print, consider whether enforcing a change in habits will eventually make the writing task a lot easier for the student, or whether this is a chance for the student to make his or her own choices.

Writing just one key word or phrase for each paragraph, and then going back later to fill in the details may be effective.

Multisensory techniques should be utilized for teaching both manuscript and cursive writing. The techniques need to be practiced substantially so that the letters are fairly automatic before the
student is asked to use these skills to communicate ideas.

If a student becomes fatigued have them try the following:

  • * Shake hands fast, but not violently.

    * Rub hands together and focus on the feeling of warmth.

    * Rub hands on the carpet in circles (or, if wearing clothing with some mild texture, rub hands on thighs, close to knees).

    * Use the thumb of the dominant hand to click the top of a ballpoint pen while holding it in that hand. Repeat using the index finger.

    * Perform sitting pushups by placing each palm on the chair with fingers facing forward. Students push down on their hands, lifting their body slightly off the chair.

Strategies For Spelling Difficulties

Encourage consistent use of spell checker to decrease the overall demands of the writing task and encourage students to wait until the end to worry about spelling.

Have the student look at each word, then close their eyes and visualize how it looks, letter by letter.

Have the student spell each word out loud while looking at it, then look away and spell it out loud again several times before writing it down.

Have the students break the spelling list down into manageable sections of only 3 to 5 words. Then take a break after mastering each section.

From: Handwriting Without Tears: Solutions to Handwriting Problems