![]() They often wonder, What is dyslexia? What does brain research tell us about reading problems and what does this information mean for classroom instruction? When talking with teachers about their students who struggle with reading, we have encountered similar types of questions from teachers. Current research on dyslexia and the brain provide the most up-to-date information available about the problems faced by over 2.8 million school-aged children. Having information about the likely explanation for and potential cause of the student’s difficulties often relieves teachers’ fears and uncertainties about how to teach the student and how to think about providing instruction that is relevant and effective. This situation leads many school personnel to wonder why their articulate, clearly bright student has so many problems with what appears to be a simple task – reading a text that everyone else seems to easily comprehend. 98).Īlmost every teacher in the United States has at least one student who could fit the same description written so many years ago. His great difficulty has been – and is now – his inability to read” (p. Pringle Morgan (cited in Shaywitz, 1996), a doctor in Sussex, England, described the puzzling case of a boy in the British Medical Journal: “Percy … aged 14 … has always been a bright and intelligent boy, quick at games, and in no way inferior to others of his age. Traditional psychotherapy may also be immensely beneficial, as many adults with dysgraphia struggle with low self-esteem as a result of their condition, especially if they spent their childhood undiagnosed or being told they were "lazy." Recognizing that the disorder is brain-based, unrelated to intelligence, and has nothing to do with one’s worth can help adults rebuild confidence and figure out how to best cope with their challenges.Developmental dyslexia and how it relates to brain function are complicated topics that researchers have been studying since dyslexia was first described over a hundred years ago. Possible accommodations for dysgraphia include the use of speech-to-text software, converting paper forms into fillable PDFs, taking notes on a laptop rather than by hand, or the use of graph paper to make it easier to write neatly and stay inside the lines. ![]() In many cases, modifying one’s environment through formal or informal accommodations can help adults compensate for their challenges and become more successful at work and at home. Treatment therapies vary with the type and degree of dysgraphia and may be different for adults with an acquired disorder due to underlying issues that may require very specific types of training.Īdults with dysgraphia may also benefit from occupational therapy, though it may be more difficult to find a practitioner who specializes in treating dysgraphia in adults. ![]() The team of helpers may include an occupational therapist, a speech and language therapist, a special education teacher, and, in some cases, a social worker or psychologist to help the child deal with anxiety and frustration. These interventions may involve physical exercises to strengthen hand muscles reduced writing workload or extended time to complete written assignments and writing activities that help the child develop motor control and learn to write complete letters, write letters from memory or dictation, increase handwriting speed, and spell the most common and important words they will need to use. After an initial assessment of handwriting and other skills related to transcription and written expression, the child’s school most often handles the academic accommodations necessary for improvement. Some evidence suggests that girls with ADHD may be more likely than boys to have both dysgraphia and dyslexia.Ĭhildren with impaired handwriting ability require early intervention and specialized coaching in all skills related to written language. However, children with ADHD are at a higher than average risk of developing dysgraphia they may have additional learning disabilities as well. ![]() Children who have dysgraphia but no other learning disorder are sometimes mistakenly labeled as “lazy” or “unmotivated” when it comes to handwriting these negative self-perceptions may persist until adulthood, especially if dysgraphia is not diagnosed or treated.ĪDHD is not a cause of dysgraphia.
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