5/21/09- Had First period class today. Created the blog which I hope to intend to update daily. Even if I dont do anything just at least post in it daily. I found this picture interesting because this is the basic idea I have a Dysgraphia right now this far into my project. Which will definitley change by mid may. My hand writing is pretty bad. But luckily its no that bad.
- Today I added some stuff to the blog for example the pole on the right hand side and the video bar.
- Also went to wikipedia and read the whole page on Dysgraphia. Even though not the best source still great for getting a basic understanding of a topic. http://en.wikipedia.org/wiki/Dysgraphia
5/22/09- Did not Work on Prokect
5/23/09- Today I did a research day just to learn more about dysgraphia. I found some of the symptoms are.
• Tight, awkward pencil grip and body position
• Illegible handwriting
• Avoiding writing or drawing tasks
• Tiring quickly while writing
• Saying words out loud while writing
• Unfinished or omitted words in sentences
• Difficulty organizing thoughts on paper
• Difficulty with syntax structure and grammar
• Large gap between written ideas and understanding demonstrated through speech.
Ways to tackle Dysgraphia
• Use paper with raised lines for a sensory guide to staying within the lines.
• Try different pens and pencils to find one that's most comfortable.
• Practice writing letters and numbers in the air with big arm movements to improve motor memory of these important shapes. Also practice letters and numbers with smaller hand or finger motions.
• Encourage proper grip, posture and paper positioning for writing. It's important to reinforce this early as it's difficult for students to unlearn bad habits later on.
• Use multi-sensory techniques for learning letters, shapes and numbers. For example, speaking through motor sequences, such as "b" is "big stick down, circle away from my body."
• Introduce a word processor on a computer early; however do not eliminate handwriting for the child. While typing can make it easier to write by alleviating the frustration of forming letters, handwriting is a vital part of a person's ability to function in the world.
• Be patient and positive, encourage practice and praise effort - becoming a good writer takes time and practice.
Very good website- http://www.dyslexia-ca.org/dysgraphiadefinition.html
Dysgraphia:
• Is a processing problem.
• Causes writing fatigue.
• Interferes with communication of ideas in writing.
• Contributes to poor organization on the line and on the page.
Dysgraphia can be seen in:
• Letter inconsistencies.
• Mixture of upper/lower case letters or print/cursive letters.
• Irregular letter sizes and shapes.
• Unfinished letters.
• Struggle to use writing as a communications tool.
Ways to Treat Dysgraphia-
Prevention, remediation and accommodation are all
important elements in the treatment of dysgraphia.
Many problems can be prevented by early training.
Young children in kindergarten and grade one should
learn to form letters correctly; kinesthetic memory is
powerful and incorrect habits are very difficult to
eradicate.
Muscle training and over-learning good techniques
are both critical for the remediation of dysgraphia.
Specifically designed exercises are needed to
increase strength and dexterity. A specialist can
recommend the most appropriate plan of exercises.
For all students, kinesthetic writing, that is writing
with eyes closed or averted, is a powerful reinforcer.
Work needs always to begin with the formation of
individual letters written in isolation. Alphabets need
to be practiced daily, often for months.
Finally, individuals can benefit from a variety of
modifications and accommodations. One effective
method is to teach the use of a word processor, bypassing
the complex motor demands of handwriting.
Many students may find learning the keyboard by the
alphabet method easier than beginning with the home
keys. For many, touch typing offers a whole new
opportunity to learn to spell through a different
kinesthetic mode. Students should also experiment
with different writing tools; some people with
dysgraphia may find pencil grips helpful. Other
bypass methods include allowing the student to
answer questions orally or into a tape recorder
instead of writing, modifying written assignments so
that less writing is required, and allowing extended
5/24/09- Today I wasnted to start finding the facts and figures of dyshraphia for example how many people are diagnosed in the US.
1. dyslexic dysgraphia-spontaneously written
text is illegible, especially when the text is
complex. Oral spelling is poor, but drawing and
copying of written text are relatively normal.
Finger-tapping speed (a measure of fine-motor
speed) is normal.
2. motor dysgraphia- both spontaneously written
and copied text may be illegible, oral spelling is
normal, and drawing is usually problematic.
Finger-tapping speed is abnormal.
3. spatial dysgraphia- people display illegible
writing, whether spontaneously produced or
copied. Oral spelling is normal. Finger-tapping speed is normal, but drawing is very problematic.
Today I realized the three different types of dysgraphia I also learned that dysgraphia can not soley be diagnosed by just looking at a handwriting sample.
http://www.wrightslaw.com/info/read.dysgraphia.facts.htm
http://www.dyslexia-ca.org/dysgraphiafacts.html
http://www.education.com/topic/dysgraphia-facts/
http://www.xomba.com/dysgraphia_assessment
http://www.freebase.com/view/en/dysgraphia
http://www.associatedcontent.com/article/302089/does_your_child_have_messy_handwriting.html?cat=25
5/25/09- Did not work on project
5/26/09- Did not work on project
5/27/09- Did not work on Project
