Student: Erin Martin Date: 1/31/2020

Reading Assignment: How the Special Needs Brain Learns by David A. Sousa – Chapter 6

Reading Summary and Two-Column Note Form

Part 1: Summary: In no more than three separate sentences, summarize the key
information the author is conveying in this chapter. (Suggestion: Give a one-
sentence summary for each of the major sections of the reading assignment.)

To write, an individual uses multiple neural networks focused mainly in the

parietal lobes and visual cortex, and to write well, a person must be in control of their
emotions, understand how to use a writing instrument, know how to use language
expressively and receptively, and understand the variety of writing rules. One may have
difficulties when writing due to environmental factors, how much time in school and at
home is devoted to writing skills, and neurological issues—examples being the multiple
types of dysgraphia. Educators should teach all aspects of writing, discover those who
may be challenged by writing, and apply to the needs of children with writing struggles to
help them become the successful writers they are capable of becoming.
Part 2: Personal response
Write the words, phrases, sentences that
strike you. Note the page numbers.
Provide no more than three quotations
across the text assignment.
1. “Most of the states have…set aside
cursive writing in favor of
keyboarding and other technology-
based literacy learning” (134).
2. Some educational environments
consider teaching handwriting as
less important as other lessons
(138).
3. The English language has many
exceptions in regard to how words
are spelled (138).
4. “Other studies confirm that
invented spelling is
developmentally based and can
increase a child’s achievement in
spelling, reading, and writing”
Write your thinking about what the author
says. Make connections to personal
experience, other texts you’ve read, and/or
to what you know about schools.
1. I connected to this statement as I
have heard many schools
surrounding my home have
transitioned away from teaching
cursive as a standard, and it now
seems it is the teacher’s choice to
teach cursive. I began learning to
type in elementary school (very
basic functions), and when in
middle school, all students were to
take two semesters of keyboarding,
which shows the growing
prevalence of learning how to use
technology.
2. I believe this is becoming more
popular as the shift to technology is
occurring in schools. When I cadet
taught, I helped all the first graders
in my classroom create accounts on
their new Chromebook laptops.
This shows the growth in
technology as I did not have my
own Chromebook to work with in
first grade.
3. I find it interesting how there are an
immense amount of exceptions
when spelling words. I often have
to remind myself when spelling
“receive” or “conscience,”—as they
are not spelled how they are
pronounced—that they go against
the rules of spelling.
4. This fact reminds me of when
teachers of earlier grades do not
often take points off for spelling
mistakes. This is likely because it
will help students grow
 (139).
5. Proprioceptors (139)
6. Dysgraphia (140)
7. Comorbidity (142)
8. Individuals with dysgraphia could
also have ADHD, which means
they could act impulsively (143).
9. “Students need to learn how to edit
and revise their material for clarity”
(143).
10. Utilizing peers or volunteers to help
a child with writing struggles may
help decrease their challenges
(147).
academically in the future.
5. This term defines the cells that
communicate with the brain
regarding the location of the parts
of the body.
6. This is defined as a writing
disability that causes an individual
to have trouble writing; multiple
types exist; most likely an
individual will have other learning
challenges with dysgraphia; and
individuals with dysgraphia may
struggle with handwriting.
7. This term is defined as when an
individual with dysgraphia also has
other learning challenges.
8. This connects to Neurodiversity in
the Classroom. In the book, it
explains that people with ADHD
act impulsively at times, make
quick decisions, and may be risk-
takers.
9. This is advice I have used
throughout my entire life. Editing
and revising are complicated
processes, but they do improve my
writing assignments. This statement
definitely should be supported, and
all students, not only those with
dysgraphia, should be taught that
revising and editing are important
skills.
10. This causes me to think about my
book Neurodiversity in the
Classroom because for the
disabilities I have read about so far
(ADHD, SLD, and ASD), all of
their effects can be diminished

11. Students who struggle with writing
could be advised to use word
abbreviations, such as “b/w” (150).
12. When students in intermediate
grades hold their pencil incorrectly,
it is challenging to alter their grip at
an older age (153-154).
when the individual works with
someone. Therefore, this idea must
help children with dysgraphia as
well.
11. I often use abbreviations in my
notes. It allows me to focus better
on the course content and write
everything I want to write in my
notebooks.
12. This statement connects to me
because I do not hold my writing
utensils correctly. I attempted to
change my grip when I was in fifth
grade but failed in the process.