SUPPORTING STUDENTS WITH DYSGRAPHIA
by Traci Grossfeld and Jennifer Watson
What is Dysgraphia?
A written language disorder in a serial production of strokes to form a handwritten letter and involves not only motor skills, but also language skills – finding, retrieving, and producing letters (which is a sub-word level language skill).
What does it feel like to have Dysgraphia?
“When I have to write things, sometimes I get frustrated very easily and I get mad. Cheering me up helps, and giving me more time to write helps. Tell them exactly that.” – 3rd grade dysgraphic student
“Thank goodness for computers!” – 21 year old dysgraphic student
“The biggest hindrance has been teachers/administrators who felt like my daughter should try to take notes first and then be given a copy on her way out of the room. If a dysgraphic child has to “try to take notes”, they miss everything that is taught and they aren’t able to use their strong auditory skills to take in the information.” – mother of dysgraphic UT student
How is it identified?
Student has difficulty with any of the following activities, and explicit instruction and practice is not helping:
Student may appear to be drawing the letters rather than writing them with ease.
Letter formation can appear shaky or haphazardly written, including difficulty with alignment on the page.
Words are illegible and/or have poor spacing.
Spelling is inaccurate, but reading skills are effective.
(*Though Dyslexia and Dysgraphia can be a co-morbidity, both can also be distinct learning differences)
Student’s oral responses are stronger than written responses.
Student seems to understand instructions and content (average to above average intelligence) but does not produce written work product. Student comes across as lazy… obstinate…careless.
What are best practices for students with dysgraphia?
Instruction should be explicit and have repetitive exposure (handwriting, punctuation, writing scaffolds)
Boys tend to write slower than girls and are at higher risk for handwriting proficiency. (implications)
Remediation versus accommodation - not a simple answer
Dysgraphia is no longer listed on the DSM-V (for neurological testing), so parents need to probe with the evaluator when having children tested.
Writing in manuscript transfers to word reading. Writing in cursive transfers to spelling. Feel free to reach out to your ALT team for handwriting ideas / support.
What strategies are effective for students with dysgraphia?
Option to type when not for content mastery.
(We recommend TypingClub.com, Nitrotype.com, Typing.com)
ePens
Speech to text support with electronics (5th grade and up recommended)
Use / provide graphic organizers, check lists to prepare for any written output.
Grammarly- Grammarly - Grammarly
Obtain typed class notes and/ or option to photograph white board.
What strategies are effective for teaching students with dysgraphia?
Consistency among teaching team is helpful, especially with writing expectations.
Option to type when not for content mastery.
Resources include: TypingClub.com, Nitrotype.com, Typing.com, Tenthumbstypingtutor.com
Teach with scaffolds, checklists, graphic organizers (Diana Hanbury King; Joan Sedita)
Add explicit visual supports
Fine motor practice: play cards (requiring the student to shuffle, hold multiple cards, deal) work with clay, scissors, ball handling, knitting, mazes, draw swirls on various sized paper progressively getting smaller.
Seek oral assessment versus written.
Practice orally before writing.
EXTRA Time
Provide extra paper or graph paper for math
Offer paper with different color or raised lines to help form letters in proper spaces
Give examples of written expectations
Provide rubrics for written work
What accommodations support students with dysgraphia in the classroom?
Allow more time for written tasks including note taking, copying, and tests
Reduce the length requirements of written assignments
Provide copies of notes or assign a note taking buddy to assist with filling in missing information
Allow the student to audio record important assignments and/or take oral tests
Assist student with developing logical steps to complete a writing assignment instead of all at once
Allow the use of technology (e.g., speech to text software, etc.)
Allow the student to use cursive or manuscript, whichever is most legible and efficient
Allow the student to use graph paper for math, or to turn lined paper sideways, to help with lining up columns of numbers
Offer an alternative to a written project such as an oral report, dramatic presentation, or visual media project
*Dyslexia, Dysgraphia, OWL, LD and Dyscalculia, Lessons from Science and Teaching – Second Edition by Virginia W. Berninger and Beverly J. Wolf