Often mistaken as dyslexia, dysgraphia affects children in writing, spelling, grammar, and putting thoughts to paper or writing what they hear. On the other hand, Dyslexia is a disorder that includes poor word reading, word decoding, oral reading fluency, and spelling. Children with dyslexia may have impaired orthographic and phonological coding, rapid automatic naming and focused, switching, and/or sustained attention.” They may appear in conjunction with one another, and even other learning disorders, including attention deficit disorder (ADHD). The levels of the condition are different with each child. Some may spell normally orally but not be able to write the letters in the correct order or stay on graphed lines. They may take longer to write out words or have coordinating issues holding a pen or pencil or hold it too tightly. Writing may be illegible, words may be spoken while being written, and the child may tire quickly while writing, all possible signs of dysgraphia.
Early diagnosis leads to early intervention to help manage the disorder while the child is growing and learning. Most schools make accommodations for these learning disabilities, including offering oral exams for those with writing difficulties or allowing extra time to complete exams. However, getting professional help through occupational and speech therapy is more specialized and tailored to the individual child’s needs and may boost productivity quicker and correct some difficulties.
Although the list of possible techniques to be used is endless and depends on the child’s level of disability and response, some strategies and methods used include:
- Careful observation of the child while writing, including body positions, attention span, surrounding environment or distractions, movements and actions, and more to determine the best course or courses of action.
- Teaching and observing correct posture, positioning of the paper, and holding the writing instrument for better results.
- Developing exercises to promote and strengthen posture, flexibility, and dexterity.
- Employing activities to strengthen the hand muscles.
- Using puzzles to help the child form word and line connections.
- Utilizing techniques and practice to help the child form automatic letter writing responses.
- Modifying seating to accommodate the child’s body and comfort better.
- Assessing if specialized technological devices such as voice-activated devices or software, word processors, or Dictaphones may aid the child, and employing and instructing in its use. Keyboard skills may also be taught as an alternative to writing.
- Instructing parents on what to look for at home, how to modify the child’s environment as per the need, and how to help their child use the therapist’s recommended techniques.
- Using multisensory approaches and focusing on one element at a time.
- Using metronomes to teach rhythm and help the child move along at a given pace.
- Helping the child to master new skills through repetition and practice.
- Many other techniques and activities.
Assessing the child’s motor and perception skills and sensory processes by a professional is key in determining the levels of disability present and what assistance may be offered in therapy and at home to help the child develop and manage their disability and overcome challenges. NIT has the experience and therapists that can make a difference in your child’s outcomes. More information about dysgraphia is available at the International Dyslexia Association.
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