Writing & Spelling
Articles within this section cover a broad range of topics, including understanding dysgraphia (a term used to describe difficulty in writing, particularly handwriting), teaching writing skills, and technology resources for writing.
There are 38 articles in this section.
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Handwriting is a complex skill that is not often taught directly. It is not unusual for some students with disabilities to have difficulty with handwriting. These students may also have sensory integration problems. Handwriting Club is a format that provides direct instruction in handwriting combined with sensory integration activities. This article describes all the steps and materials necessary to organize and conduct a handwriting club.
Signs and symptoms of dysgraphia are described. Use the menu of accommodations and modifications to pick the best ones for your students, so they can learn the material without interference by their writing problems. Examples include; let them have more time, simplify the task, allow assistance for part of the task (i.e. a scribe to physically write for a student, give them tools that will help, or change the format). Do not lower your expectations for actual learning. The last section of the article has remediation recommendations to help the student improve their writing and overcome their dysgraphia.
If parents and teachers understand why some students hate writing , they can targeted solution to address students' reluctance. Learn some reasons students avoid writing, and how increasing the automaticity of writing skills and underscoring an appreciation for the purpose of writing can help.
A common teaching technique is to have the students write information to reinforce the material. For example, spelling programs often encourage students to write each spelling word five times or 20 times. For many students, the kinesthetic process of writing reinforces what is to be learned.