Could this be dysgraphia? (long)

[DeniseR]

DD will be eight in a few weeks. DH is a true lefty and I write and eat with my left but do most other things with my right hand. Because of this, we were always careful not to force on hand over the other when she was younger (ex: we would place crayons, blocks, etc. on the table in the center and let her pick them up with whichever hand she wanted). When she would draw, color, etc. she would switch hands mid-way (draw a circle with one hand and then eyes and mounth with the other). She seemed to be slightly more left hand dominant so we had her go with that hand when learning to write.

We just finished the 1st(?) grade HWOT book (Letters and Numbers for Me) yesterday and I basically pushed through the last several letters or so because we have been working on this book on and off for a year and a half. In between I would have her practice letters on a writing tablet. Her letter formations are inconsistant, spacing is off, she misses letters even though it is just copy work. Many of her numbers are backwards.

Her drawing skills are about K level as are her cutting skills. She can button some things, snaps and zippers give her fits and I showed her how to tie her shoe for the first time this week because I haven't wanted to deal with that frustration (we're doing Arabella so I figure it was a good time to make the attempt).

I am at a loss of what to do/where to go from here. I don't know if it is lack of motor skills (she also is behind in gross motor skills), dysgraphia or something else.

Any help/advice would be much appreciated.

[Esther-Alabama]

This is from a website I found while researching help for my oldest who has dysgraphia and dyslexia.

SYMPTOMS (of dysgraphia)

1. Students may exhibit strong verbal but particularly poor writing skills .

2. 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 and questionnaire items. Disordered numbering and written number reversals.

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

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

5. Unfinished words or letters, omitted words.

6. Inconsistent position on page with respect to lines and margins and inconsistent spaces between words and letters.

7. 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.

8. Talking to self while writing, or carefully watching the hand that is writing.

9. Slow or labored copying or writing - even if it is neat and legible.


NOW... here's their LONG list of things to do to help with dysgraphia. I have done many of these and they DO help. BTW...HWOT is the one recommended handwriting program for dysgraphia, so you are ahead of the game there.

STRATEGIES

1. 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

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

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

4. 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.

5. 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.

6. 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.

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

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

9. Outline the particular demands of the course assignments/continuous assessment; exams, computer literacy etc. so that likely problems can be foreseen.

10. Give and allow students to begin projects or assignments early.

11. Include time in the student's schedule for being a 'library assistant' or 'office assistant' that could also be used for catching up or getting ahead on written work, or doing alternative activities related to the material being learned.

12. 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).

13. 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.

14. 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.

15. 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.

16. 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.

17. 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.

18. 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.

19. 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 (headphones are usually included).

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

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

22. 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.

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

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

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

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

27. Consider whether use of speech recognition software will be helpful. If the student and teacher are willing to invest time and effort in 'training' the software to the student's voice and learning to use it, the student can be freed from the motor processes of writing or keyboarding.

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

29. Provide extra structure and use intermittent deadlines for long-term assignments. Discuss with the student and parents the possibility of enforcing the due dates by working after school with the teacher in the event a deadline arrives and the work is not up-to-date.

30. Build handwriting instruction into the student's schedule. The details and degree of independence will depend on the student's age and attitude, but many students would like to have better handwriting.

31. 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. Beware of overload, the student has other tasks and courses.

32. Teach alternative handwriting methods such as "Handwriting Without Tears." <www.hwtears.com/inro.htm>

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

34. 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.

35. Have the students use visual graphic organizers. For example, you can create a mind map so that the main idea is placed in a circle in the center of the page and supporting facts are written on lines coming out of the main circle, similar to the arms of a spider or spokes on a wheel.

36. Do papers and assignments in a logical step-wise sequence. An easy way to remember these steps is to think of the word POWER.

P - plan your paper

O - organize your thoughts and ideas

W - write your draft

E - edit your work

R - revise your work, producing a final draft

37. 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.

38. Allow student to tape record important assignments and/or take oral tests.

39. Prioritize certain task components during a complex activity. For example, students can focus on using descriptive words in one assignment, and in another, focus on using compound sentences.

40. Reinforce the positive aspects of student's efforts.

41. Be patient and encourage student to be patient with himself.

Strategies For Spelling Difficulties:

1. 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.

2. Encourage use of an electronic resource such as the spell check component in a Franklin Language Master® to further decrease the demands. If student has concurrent reading problems, a Language Master® with a speaking component is most helpful because it will read/say the words.

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

4. 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.

5. 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.

6. Have a scrabble board and computer accessible for affected students.



Dysgraphia does not have to limit creativity, as identified by the sample below composed on a computer by a 12-year-old dyslexic and dysgraphic student.

a) First draft of creative story as typed by 12-year-old student:

the way I descride a bumby ride is like wothgan mowtsarts mowsek. eshe bumby rowd is like a song. Eshe bumb is the a note eche uncon at the sam time ste is. that was the mewstere to mowts mowsuk it was vare metereus and unperdekdable.So the next time you drive down a bumby theak of mowtsart.

b) Same story. Student read to teacher using his draft:

"The way I describe a bumpy ride is like Wolfgang Mozart's music. Each bumpy road is like a song. Each bump in the road is a note. Each bump is uncontrolled at the same time it still is controlled. That was the magic to Mozart's music. It was very mysterious and unpredictable. So the next time you drive down a bumpy road think of Mozart."

[Esther-Alabama]

I know that most of those strategies don't help with younger students. I have my oldest write with large pencils/pens, use keyboarding whenever possible, we use HWOT printing power still (and his copy work IS better nowadays). Also, when he was younger I did a lot of fine motor skill fun activities to help strengthen his hands..... like giving him a lump of hardish clay and letting him find the tiny things hidden in it. Squeeze ball....he just liked squeezing it! Playing piano.... helped him use his individual fingers.

I am sure OT would help in this situation, but our insurance didn't cover OT then.

HTH.

BTW, just by chance, I learned that my ds's children's choir director also has dysgraphia and he is a public school teacher. He uses a lot of adaptive equipment, like electronic spell checkers, computer, and instead of writing on the board, he types into his computer and it shows up on his board at school. He has been helpful in helping me with John Henry.

[DeniseR]

Thank you! I'll print that out and keep it handy. We haven't even begun to do any type of writing assignments other then HWOT or practicing just letters because of the situation but she is now "behind" because of that. I will try using the computer while still working on her handwriting.

I ran into another hs mom yesterday that I knew at least one of her daughters had issues. They are far more extreme that dd's, but when I discussed dd's history, she suggested OT.

[Lisa in Virginia]

Wow, Esther has given you some great information.

My daughter has dysgraphia and is 9. We used to do HWOT but I eventually just chucked it because once she was doing something out of the book she would not remember anything.

I have been doing Dianne Craft's Writing 8 exercise with her for over a year and I have had tremondous improvement. I have also introducted fish oil to her diet as well.

I gave up trying to get her to hold her pencil the "correct" way. It just was working and when it came right down to it I don't hold my pencil "correctly" either and I never have.

We also used Dianne's exercises for spelling and writing which echo some of Esther's suggestions and it has been most helpful.

Good luck to you! :)

[Sarah in SC]

We are in the process of determining whether my 7th grader (just started public school) has dysgraphia. He has LOTS of the classic "symptoms," but we are going to meet w/ an OT & have them do an evaluation so we can make some accomodations at school.

Esther was so helpful to me when I asked a question about this a week or so ago--and in following a lot of her links/notes, I found the following suggestion for pencils/pens for kids w/ dysgraphia. I ordered several immediately & we'll see how they work. But I could tell from looking at them that they would be easier on my son to hold.

http://www.penagain.com/

Let me know what you think! I'll post back after I have my son try them. They've shipped, but they're not here yet!

[Esther-Alabama]

Sarah,

Those pens/pencils look great. I am going to order some for John Henry. I also wanted to add that Dianne Craft's Writing 8 exercises did help my boy a great deal with letter reversals and such. It is worth doing, imho. We did them a couple years before I knew he had dysgraphia/dyslexia and I saw improvement. I did the program again, longer and with the Right Brain Phonics added in last year and I saw an increase in writing abilities and reading success. He wants to write again. However, his handwriting is still hard to read and writing is still painful for him.

[Hollie in SC]

I found the following suggestion for pencils/pens for kids w/ dysgraphia. I ordered several immediately & we'll see how they work. But I could tell from looking at them that they would be easier on my son to hold.

http://www.penagain.com/

Thanks, Sarah. I found some at Staples today and bought a pack of 4. I wonder about my oldest.....

[Sarah in SC]

Ours came & my son really, really likes them. (My others like them, too & try to steal them from their brother!)

I ordered a multi-pack, not looking at the colors (what was I thinking????), and now I have to order more that are "boy colored, Mom!!" because apparently yellow isn't masculine enough for middle school. :eyes:

I hope they help your kiddos! I don't think they're "the" answer, but my son did say it takes longer for his hand to hurt...and he can write faster before it hurts. (Don't think I'll ever find "the" answer, right?)

[Michele WV]

OK, I'm going to track down those pens to try with Seth. We make progress, but he gets so frustrated as he compares himself to his siblings.

Thanks so much, Esther, for all of the solid information!