Republic of the Philippines Semi-Finals Period

ASIAN DEVELOPMENT FOUNDATION COLLEGE MODULAR HOME INSTRUCTION

Tacloban, City First Semester AY 2020-2021

REMEDIAL INSTRUCTION IN ENGLISH

Prepared by: DESIREE L. DONILA

INTRODUCTION:

The scope of the Distance Education System is unlimited. It has opened avenues of higher education
for those who had been denied the opportunity. In the present era when constant updating is the need of the
hour, Distance Education is doing wonders with the fast developing communication technology. Although the
students are at distance, a complete learning experience is provided to them through the Self Learning
Material.

This year you will be studying Remedial Instruction in English. This three-unit course, deals with the
strategies and methods of contemporary English language teaching.

This is geared for English language learners who are faced with difficulty in communicative competence
in one or more domains. It also attempts to provide actual remediation through hands-on practice and various
situational case studies.

Wish you all the best in this endeavor!

MODULE 5: REMEDIAL INSTRUCTION IN WRITING

Principles of Teaching Writing

To make every student progress from a struggling novice writer to a skillful writer, you need to
understand the nature of students’ writing process. To achieve the best results, you should be guided by the
fundamental principles of teaching writing which include the following:
1. Writing literacy starts in the early years of child development.
2. Writing is a creative act.
3. Writing experiences should be child-centered.
4. Writing for meaning is paramount.
5. Reading and writing, like speaking and listening, are inseparable processes.

The Process-Oriented Approach to Writing

A process-oriented approach views writing as a creative process. It focuses not so much on the product
but more on the processes or steps the writers go through when they write (White and Arndt, 1991). In other
words, writers have to start with an over-all plan, by thinking about what they want to say and the audience
they are writing for.
These are the stages of the writing process:
PRE-WRITING WRITING POST-WRITING

Setting the purpose Drafting and composting Editing

Determining the audience Revising the draft Publishing

Selecting/ordering information Rewriting

Generating/hatching ideas
Pre-writing stage
Before students can actually write, they have to want to write. The prewriting stage encourages
students to generate a free flow of ideas such that they discover what they want to say and how to say these
ideas on paper. The focus during prewriting is on planning. After exploring possibilities for topics and how to
present them, the writer begins gathering and organizing details to develop the main idea.

Techniques in Prewriting
 Brainstorming. The purpose is to discover ideas for possible exploration. Independently or in
groups, students generate as many ideas as possible from a given starting point. The ideas
need not be related and may indeed, stray into areas that are completely unrelated to the
original ideas. For example:

Key to peace and brotherhood

Easy to forgive Greatest commandment

Harmonious relationship LOVE Conquers all

sacrificing Succeeds over evil

Patient Kind

 Discussion. Students talk about an assignment as they debate ideas to clarify thoughts and
opinions. It gives students a conception of opposing ideas and opinions, valuable knowledge to
have in the preparation of persuasive material.

For example:

What are the benefits of reading books?

Why should we choose the books we have to read?

 Creative Thinking. Students try to look at usual subjects in unusual ways. What if dogs could
fly? What if there were no wheels? What if the earth did not have gravity?

 Clustering. This is a method of visually presenting the results of a brainstorming or discussion

session. Students record the relationship using the lines or stages to show the relationship of
one idea to another. Charts, maps and ideas trees are other visual methods.
 Dark- complexioned

Physical Tall
Characteristics
Short- haired

With eyeglasses

Sewing

Hobbies My Mother

vegetables
TV viewing fruits
Foods
fish

Manner of milk
Likes Drinks
Dressing chocolate
fruit juice
Simple Neat Dislikes

Filipino attire

 Cubing. This involves a swift or quick consideration of a subject from six points of view.

describe it analyze it
compare it apply it
associate it argue for or against it
Here are some tips on what students are expected to do when cubing general materials.
 Describe it. Examine the topic or object closely and tell what you think it is all about.
 Compare the topic or object to others you have come across before, i.e., “What is it similar to or
different from?”
 Associate it with something you are familiar with already, i.e., “What does it remind you of?”

Writing
Students develop their notes and outlines into sentences and paragraphs. They organize the ideas
generated in the prewriting stage into a meaningful, more conventionally organized discussion applying certain
rules (e.g. rhetorical, linguistic, and mechanical) in writing. Writing the draft does not occur only once. Students
may find themselves going back and forth among the different stages especially the writing–revising– rewriting
cycle (White and Arndt, 1991).

Techniques for Composing and Drafting Paragraphs

Drafting like other parts of the writing process, is highly personal. The following drafting
techniques and variations of them are among the most popular.
 Highly structured. The writer works from very complete prewriting notes, changing little of the
context or organization.
 Loosely structured. The writer works from rough notes, experimenting with ideas and
organization during drafting.
 Bridges. The writer begins with two or three main points or situations to be covered and during
drafting, concentrates on using supporting details to build logical bridges between the points.
  Quick draft. The writer works quickly, not stopping to refine ideas or rework materials until the
revising stages.
 Slow draft. The writer works meticulously, carefully crafting one sentence or paragraph at a
time. Though revising is a continuous process in this method, the writer may also rework the
piece in its entirety when the draft is complete.

Revising and Proofreading

During revising, a writer’s main goal is to make sure that ideas are expressed clearly and
organized logically. Proofreading to correct errors in grammar, usage, and mechanics is also important,
but the greatest part of revising time is spent on content.
There are many methods of revising. A writer chooses a method that suits his or her personal
style and the needs of a particular piece of writing. One writer, for example, might share a draft with a
member of his or her intended audience to get input for revision. Another might simply put the draft
away for a few days and then rework passages that seem troublesome. Most writers do the following
during revision.
1. Check that all ideas and details are related to the topic and purpose.
2. Refine good ideas and add any new ones that could improve the content.
3. Make certain that the purpose of a piece of writing is clear and that the content of the writing
suits the purpose.
4. Refine the organization of ideas.
5. Check that each sentence flows smoothly to the next.
6. Make sure that language and content are suitable to the audience.
7. Substitute precise, vivid words for vague language.
8. Proofread for errors in grammar, usage, and mechanics. This step usually occurs to some
extent while the writer is drafting and revising content, but it is better reserved until after the
shaping of ideas is complete.

Techniques for Revising and Proofreading

Students should experiment with the following techniques to discover ones that suit their
personal style and the type of writing they are doing.
 Conference. When you do oral evaluation, concentrate on both the student’s strengths and
weaknesses. During the conference, you can answer questions the student will ask.

 Peer evaluation. In pairs or small groups, have students critique each other’s writing through
peer evaluation, that is, evaluation by other members of the class. Student writers become
aware of how their writing affects others. They also see differences in approach and style
between writers, and as you guide them, they also learn to appreciate those differences.

To introduce students to peer evaluation, you may ask them to read their papers aloud to the
entire class. For this type of evaluation to be effective, two conditions must be met: (1) the class
atmosphere must be encouraging and supportive and (2) the class should be trained in listening to
each composition according to specific procedures.

Some appropriate questions might be:

o Did I understand the composition?
o Were the ideas clear?
o Does anything seem to be missing in the content?
o Are there any problems in organization?
o How did it make me feel–sad, amused, touched, or interested?
o What are some good points about the composition?
o How can the composition be improved?

 Group questioning. After one student in a group reads a piece of writing out loud, the other
students ask questions to pinpoint incomplete information.
  Editorial groups. Three students are each assigned one role–author, editor, or proofreader–
and work together on an assignment. Later, the students change roles.

 Oral Reading. Students read their work out loud or into a tape recorder. The ear often catches
awkwardness and other problems that the eye misses.

 Performance. For pieces in which the writer has explained a process, another student tries to
follow the written directions and points out unclear or confusing passages.

 Clinics. In workshops, you may give instruction to students with similar writing problems. This
may involve completing directed exercises or working together to solve common problems.

Post Writing
Publishing and Sharing– This is the final stage of the writing process. After completing a draft or final
copy of a piece of writing, students are given the opportunity to share their work with others. This new
audience can be family members, friends, classmates, or the general public–anyone who will provide some
kind of feedback. In other words, a writer needs an audience who will respond to the message, rather than to
the mechanics of producing it.

Suggested Techniques:
 Booklets. Compositions by an individual writer or by a class or other groups may be collected
and reproduced as a booklet. The compositions may be about similar topics or may simply
represent the best writing.
 Bulletin boards. Writing can be illustrated with appropriate drawings, photographs, or art work.
 Newspaper and magazines. Students may create a newspaper or magazine of their own to
publish student writing.
 Readings and performance. Students may read their writing to the class or to small groups.
Stories and other narratives can be adapted to the form of a play and acted out.
 Letters and exchanges. Letters and other writings may also be exchanged with students in
another class, school or age group.

Here is a sample writing activity showing the process:

Prewriting
 Brainstorm: Purpose and Audience

Why do you want to write about yourself? Maybe you would like to tell about an
adventure you have had. Maybe you can share a lesson you learned about someone or
something.

A partner can help you decide why you want to write – your purpose. You also can talk
about who will read your writing – your audience. By asking the right questions, you can find
answers to help you plan your narrative.

Examples:

What did I do last Saturday?

What happened to my bicycle?
How did my friend Patrick help me?
Did I learn anything from the experience?
You can also warm up by drawing pictures or making a word cluster in your journal.

Drafting
 Starting Out
You started writing while you were thinking and planning. Now, just put your ideas and
plans to work as you write your draft.
 Patrick to the rescue
Has a friend ever helped you up when you’re down mine has.
Last Saturday my friend Patrick and I were in a bicycle race. I was
right behind him. Then my bicycle ran off the road. It was blue with
gold racing stripes. I was stuck in a ditch. Patrick stopped right away.
He helped me get out.
After the race I asked Patrick, “Are you sad that you didn’t win?”
He was really happy. He said no! So was I Patrick taught me that
winning isn’t the main thing. Helping others is way more important.

As you write your personal narrative, try to remember as much as possible what really happened. You
can check the facts and the punctuation later. For now, just write.

Revising
It is important to think carefully about what you write--before and after you write it. Now think about how
you can make your writing exactly the way you want it to be.
These guidelines will help you in writing a personal narrative:
 Don’t forget your purpose and your audience. Ask yourself, “Why am I writing a personal
narrative? Who could learn from my experience?
 Stick to the facts. Remember, a personal narrative is a story about something that actually
happened to you.
 Role play how you will tell your story about yourself. Answer these questions:

– How will I begin?

– What will happen in the middle?
– What will make the end of my narrative interesting?
 Let the reader hear your voice in the story. Make sure the writing sounds like you.

Proofreading
Mistakes can creep into anyone’s writing. They often pop up in spelling and grammar. So be on your
guard.
What mistakes did the writer correct? Discuss these corrections with your partner. Explain why each
one is important.
Patrick to the Rescue

Has a friend ever helped you up when you’re down?

Mine has. Last Saturday my friend Patrick and I were in
a bicycle race. I was right behind him. Then my bicycle
ran off the road. It was blue with gold racing stripes. I
was stuck in a ditch. Patrick stopped right away. He
helped me get out. Soon I was fine and back in the
race.

After the race I asked Patrick, “Are you sad that you
didn’t win?” He was really happy. He said no! So was I.
Patrick taught me that winning is not the main thing.
Helping others is way more important.
 Before sharing your work, proofread it first. You can make final revisions, too. It’s never too late to
make an important change.

Publishing
Will you publish your work? How? Think about your audience. Would other people like to hear you read
your story? Your audience may want to read it in a picture book. It is your story and you can choose the best
way to publish it.

Marking Written Composition

There are different techniques that may be used in evaluating students’ writing.
 Impression Marking. The simplest and quickest approach to the holistic grading of student
papers is to read them quickly without circling errors or suggesting editorial changes. The
reader scores the paper and marks it based on some general feelings about the paper’s
effectiveness.
 The Holistic Approach. This approach provides opportunities for students to respond to peer
writing. The focus is more on developing imaginativeness and inventiveness in the first draft,
then fluency and fine-tuning during revision stage. Consider the following guides to help
students recognize and value excellence and experimentation in any aspect of the writing
process:
Impact
 The readers’ interest is engaged.
 The writer has something to say and is imaginatively involved.
 The writing is convincing, has a sense of immediacy and completeness.

Inventiveness
 The reader is “surprised” – finds that the writer has not followed the common or
the trite but has introduced elements that are new and unexpected. Writer’s
inventiveness may include:
1. Coined words (onomatopoeia, etc.)
2. Tag names (allusive or symbolic)
3. Unusual point of view (Often to add humor or irony)
4. Figurative use of language (to clarify meaning, not to adorn)
5. Significant title–one that augments the meaning of the writing

 Evaluation by Peers. Grading by peers teaches students a lot of sensitive things. Students use
peer papers as creative sources for borrowing ideas, rhetorical and syntactic strategies, and
even vocabulary.
 Cooperative Grading. Specific criteria are discussed prior to the grading. Surface
conversations, arrangement, illustrations, and examples and the care the writer took are
considered in the evaluation. After each reader has assigned the paper a grade, the three
grades are averaged for a final one. Your grade counts a third of the final grade.
 Self- Evaluation. Gramer (1984) suggests that student writers look carefully at the first draft,
asking themselves two questions:

a. What is the piece about?

b. What am I trying to do?

 Conferencing. A student–teacher conference is a meeting to discuss work–in progress. As you

listen to students talk about writing, you can learn how to help students work through the
process.

A. Areas of Difficulty for Students with Writing Problems (Troia, 2002; Troia & Graham, 2003)

1. Knowledge Difficulties
Students with writing problems show:
a. Less awareness of what constitutes good writing and how to produce it;
 b. Restricted knowledge about genre-specific text structures (e.g., setting or plot elements in a
narrative);
c. Poor declarative, procedural, and conditional strategy knowledge (e.g., knowing that one
should set goals for writing, how to set specific goals, and when it is most beneficial to alter
those goals);
d. Limited vocabulary;
e. Underdeveloped knowledge of word and sentence structure (i.e., phonology, morphology,
and syntax);
f. Impoverished, fragmented, and poorly organized topic knowledge;
g. Difficulty accessing existing topic knowledge; and
h. Insensitivity to audience needs and perspectives, and to the functions their writing is
intended to serve.

2. Skill Difficulties
Students with writing problems:
a. Often do not plan before or during writing;
b. Exhibit poor text transcription (e.g., spelling, handwriting, and punctuation);
c. Focus revision efforts (if they revise at all) on superficial aspects of writing (e.g. Handwriting,
spelling, and grammar);
d. Do not analyze or reflect on writing;
e. Have limited ability to self-regulate thoughts, feelings, and actions throughout the writing
process;
f. Show poor attention and concentration; and
g. Have visual motor integration weaknesses and fine motor difficulties.

3. Motivation Difficulties
Students with writing problems:
a. Often do not develop writing goals and sub goals or flexibly alter them to meet audience,
task, and personal demands;
b. Fail to balance performance goals, which relate to documenting performance and achieving
success, and mastery goals, which relate to acquiring competence;
c. Exhibit maladaptive attributions by attributing academic success to external and
uncontrollable factors such as task ease or teacher assistance, but academic failure to
internal yet uncontrollable factors such as limited aptitude;
d. Have negative self-efficacy (competency) beliefs;
e. Lack persistence; and
f. Feel helpless and poorly motivated due to repeated failure.

B. Qualities of Strong Writing Instruction

In order for teachers to support all students' writing ability development, certain qualities of the writing
classroom must be present. Four core components of effective writing instruction constitute the foundation of
any good writing program:

1) Students should have meaningful writing experiences and be assigned authentic writing
tasks that promote personal and collective expression, reflection, inquiry, discovery, and social
change.
2) Routines should permit students to become comfortable with the writing process and move
through the process over a sustained period of time at their own rate.
3) Lessons should be designed to help students master craft elements (e.g., text structure,
character development), writing skills (e.g., spelling, punctuation), and process strategies
(e.g., planning and revising tactics).
4) A common language for shared expectations and feedback regarding writing quality might
include the use of traits (e.g., organization, ideas, sentence fluency, word choice, voice, and
conventions).

C. Adaptations for Struggling Writers

1) Accommodations in the Learning Environment

a) Increase instructional time for writing.

b) Provide quiet and comfortable spaces for students to work.
c) Provide unimpeded access to writing tools.
d) Let students identify and select meaningful reinforcements for achieving writing goals
(e.g., a reinforcement menu).
 e) Consult with an occupational therapist to identify specialized adaptations (e.g., chair and
desk height).

2) Accommodations in Instructional Materials

a) Simplify language of writing prompts.

b) Highlight (e.g., color code) key words and phrases.
c) Transition from simple to more elaborate graphic organizers and procedural checklists.
d) Post strategies, graphic organizers, and checklists in classroom and give students
personal copies.
e) Develop individualized spelling lists.
f) Have students keep a personal dictionary of “demon” words and frequently used spelling
vocabulary.
g) Provide paper positioning marks on students’ desks.
h) Provide pencil grips for students.
i) Provide raised- or colored-lined paper.
j) Provide students with personal copies of alphabet strips.

3) Accommodations in Teaching Strategies

a) Devote more instructional time to writing mechanics.

b) Provide physical assistance during handwriting practice.
c) Re-teach writing skills and strategies.
d) Expect and support mastery learning of skills and strategies (e.g., memorization of
strategy steps).
e) Use cross-age peer tutors to reinforce skills and strategies.
f) Assign homework designed to reinforce writing instruction.
g) Help students set specific and challenging yet attainable goals for the writing process
(e.g., completing a planning sheet before beginning to draft) and written products (e.g., a
quantity goal of including 10 descriptive words in a story, which is perhaps linked to a
quality goal of improving word choice by two points on an analytic quality scale).
h) Help students develop self-instructions (e.g., “I can handle this if I go slow.”) and self-
questions (e.g., “Am I following my plan?”) that focus on positive attributions for success
and task progress.
i) Teach students to evaluate and adjust their writing behaviors and writing strategy use to
improve their writing productivity and performance.
j) Promote maintenance and generalization of writing strategies by doing the following:
 Modeling and discussing how strategies may be used in multiple contexts;
 Relating writing performance to strategy use;
 Having students teach others how to use strategies;
 Having students keep a strategy notebook which they can consult at any time;
 Ensuring all staff and caregivers are familiar with and prompt the use of the
strategies; and
 Reviewing strategies often.

4. Modifications to Task Demands

a) Increase amount of time allotted for completing written assignments.

b) Decrease the length and/or complexity of written assignments.
c) Have students complete text frames (i.e., partially finished texts).
d) Reduce or eliminate copying demands (e.g., teach students abbreviations for note
taking, supply worksheets with math problems from textbook).
e) Allow students to use temporary/invented spelling.
f) Pre-teach spelling vocabulary for assignments.
g) Evaluate spelling using correct letter sequences (e.g., hopping has 8 possible correct
letter sequences) rather than number of words spelled correctly to measure and reward
incremental progress attributable to partial correct spelling.
h) Permit students to dictate written work to a scribe.
i) If students have adequately developed keyboarding skills, permit them to write papers
with a word processor.
j) Permit students to use outlining and semantic mapping software to facilitate planning.
k) Permit students to use voice recognition technology to facilitate text transcription.
l) Permit students to use integrated spell checker and/or word prediction software to
facilitate correct spelling.
 m) Permit students to use speech synthesis technology to facilitate revising and editing.
n) Selectively weight grading for content, organization, style, and conventions.
o) Grade assignments based on the amount of improvement rather than absolute
performance.
p) Assign letter grades for body of work collected over time (i.e., portfolio assessment)
rather than for each paper.
q) Provide feedback on content, organization, style, and conventions for some rather than
all assignments (which may reduce students’ anxiety about writing).
r) Provide feedback on targeted aspects of writing rather than all aspects to avoid
overwhelming students.

5. Modifications to Learning Tasks

a) Permit students to dramatize or orally present a written assignment, either in lieu of

writing or in preparation for writing.
b) Assign student’s suitable roles (e.g., brainstorm manager) for the creation of a group
generated paper.

D. Teaching Handwriting
The following are research-based suggestions for teaching handwriting.

1. Curriculum Considerations

a) The initial use of one type of script (e.g., manuscript versus cursive or different versions
of manuscript) does not appear to affect handwriting performance.
b) Special emphasis is placed on difficult-to-form letters and those that are frequently
reversed.
c) Lowercase letters are introduced before upper-case letters, unless they are formed
using similar strokes (e.g., C, c).
d) Letters that share common strokes are grouped together (e.g., o, c, d, a).
e) The introduction of easily confused letters (e.g., b, d, p, q) is staggered.
f) The formation of individual upper- and lowercase letters and, for cursive, difficult letter
transitions (e.g., roam) are modeled.
g) Visual cues, such as numbered dots and arrows, and verbal descriptions are used to
guide letter formation.
h) Activities to reinforce letter recognition and naming are combined with handwriting
practice.
i) Students practice using a comfortable and efficient tripod pencil grasp.
j) Students are shown and expected to use appropriate posture and paper positioning for
their handedness.
k) Handwriting fluency is developed through frequent writing and speed trials, with an
emphasis on maintaining legibility.
l) Opportunities are provided for distributed practice and judicious review of individual
letters and letter sequences.
m) Students are permitted to develop their own handwriting style and to choose which script
(manuscript, cursive, or even a blend) they prefer to use after mastering handwriting
(manuscript tends to be more legible than cursive and can be written just as quickly if
given equal emphasis).
n) Students are prompted to identify when a high degree of legibility is and is not
necessary.

2. Weekly Routines

a) In the primary grades, 60–75 minutes per week is allocated for handwriting instruction.
b) Students are encouraged to compare letters to discover patterns and to highlight their
similarities and differences.
c) Students are given opportunities to reinforce target letters by tracing them (a dashed or
faded model), copying them, and writing them from memory.
d) Students’ handwriting is monitored and immediately reinforced for correct letter
formation, spacing, alignment, size, slant, and line quality.
e) Students are asked to self-evaluate their handwriting and to set goals for improving
specific aspects of their handwriting each day.
f) Students are encouraged to correct poorly formed letters and to rewrite illegible work.
 E. Teaching Spelling

1. Curriculum Considerations

a) Spelling vocabulary includes words drawn from children’s reading materials, children’s
writing, self-selected words, high-frequency word lists 1,2, and pattern words.
b) Students are typically taught phonemic awareness and phoneme-grapheme
associations (reserving the least consistent mappings, such as consonants /k/ and /z/
and long vowels, for last) in kindergarten and first grade. Common spelling patterns
(e.g., phonograms or rime families 3,4,5) are taught in first and second grades.
Morphological structures (i.e., roots and affixes 3,4,5,6) and helpful spelling rules (e.g.,
add es to make words ending in s, z, x, ch, or sh plural) are taught in second grade and
beyond.
c) Students are taught systematic and effective strategies for studying new spelling words
(e.g., mnemonic spelling links, multi-sensory strategies).
d) Previously taught spelling words are periodically reviewed to promote retention.
e) Correct use of spelling vocabulary in students’ written work is monitored and reinforced.
f) Students are taught and encouraged to use dictionaries, spell checkers, and other
resources to determine the spelling of unknown words
g) Spelling “demons” and other difficult words are posted on wall charts.

2. Weekly Routines

a) A minimum of 60–75 minutes per week is allocated for spelling instruction.

b) Students take a Monday pretest to determine which words they need to study during
subsequent activities and to set spelling performance goals.
c) After studying new spelling words, students take a Friday posttest to determine which
words were mastered.
d) Immediately after taking a spelling test, students correct their misspellings.
e) The teacher conducts word sorts and guided spelling activities to explicitly teach spelling
patterns and rules at the beginning of the week.
f) Daily opportunities are provided for cumulative study and testing of new spelling words
(e.g., through computer-assisted instruction).
g) Students work together each day to learn new spelling words.
h) While studying, students monitor their on-task behavior or the number of times they
correctly spell a target word, to promote active learning

DYSGRAPHIA
It is a learning disability that affects writing, which requires a complex set of motor and information
processing skills. It can lead to problems with spelling, poor handwriting and putting thoughts on paper.
People with dysgraphia might have trouble organizing letters, numbers and words on a line or page.

 Visual- spatial difficulties: trouble processing what the eye sees.

 Language processing difficulty: trouble processing and making sense of what the ear hears.

Dysgraphia can interfere with a student’s ability to express ideas.

In the complexity of remembering where to put the pencil and how to form each letter, a dysgraphia
student forgets what he or she meant to express.
CAUSE OF DYSGRAPHIA

Dysgraphia is a biologically based disorder with genetic and brain bases. More specifically, it is a
working memory problem. In dysgraphia, individuals fail to develop normal connections among different
brain regions needed for writing.
Dysgraphia is also in part due to underlying problems in orthographic coding, the orthographic loop,
and graph motor output (the movements that result in writing) by one’s hands, fingers and executive
functions involved in letter writing. The orthographic loop is when written words are stored in the mind’s
eye, connected through sequential finger movement for motor output through the hand with feedback
from the eye.
Often children (and adults) with dysgraphia will become extremely frustrated with the task of writing
(and spelling); younger children may cry, pout, or refuse to complete written assignments. This
frustration can cause the child (or adult) a great deal of stress and can lead to stress- related illnesses.
This can be a result of any symptom of dysgraphia.

TREATMENT FOR DYSGRAPHIA

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.
Kinesthetic writing, that is writing with eyes closed or averted, is a powerful reinforce. Work need
always to begin with the formation of individual letters written in isolation. Alphabets need to be
practiced daily, often for months.
Allowing a 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 time to complete tests and
assignments. Copying from the board is an especially difficult task. Teachers need to provide notes.
Photocopying the notes of another student is one possibility. Providing an outline, with spaces left for
the student to fill in information, is another. Writing on a slightly inclined plane may be helpful.
Cursive writing has several advantages. It eliminates the necessity of picking up a pencil and deciding
where to replace it after each letter. Each letter starts on the line, thus eliminating another potential
confusing decision for the writer. Cursive also has very few reversible letters, a typical source of trouble
for people with dysgraphia. It eliminates word-spacing problems and gives words a flow and rhythm that
enhances learning. For children who find it difficult to remember the motor patterns of letter forms,
starting with cursive eliminates the traumatic transition from manuscript to cursive writing. Writers in
cursive also have more opportunity to distinguish b, d, p, and q, because the cursive letter formations
for writing each of these letters is so different.

AREAS OF DIFFICULTIES/WRITING PROBLEMS

Take note:

Student with written expression difficulties can find essential activities at school, such as note taking, to
be insurmountable tasks. Note taking requires listening, comprehending, retaining information while
continuing to process new information, and summarizing the important points into a useful format.
 Difficulties in one area can delay skill development in the other areas, as practice of all writing skills
may be impeded. Children often experience this disorder as thoughts that move faster than their hand
can translate them into written ideas.

Problem: Sentence Fragments

Example: Going to the football game in this afternoon.
Solution: I am going to the football game in this afternoon.

Problem: Run- on Sentences

Example: I enjoy going to the movies first I have to finish my homework.
Solution: I enjoy going to the movies, but first I have to finish my homework.

Problem: Lack of Subject-Verb Agreement

Example: She drive every day.
Solution: She drives every day.

Problem: Incorrect Noun Plurals

Example: The berrys are ripe.
Solution: The berries are ripe.

Problem: Incorrect Plural and Possessive Nouns

Example: The childrens’ toys were donated to a charity group.
Solution: The children’s toys were donated to a charity goup

Problem: Not Forming Compound Sentences

Example: It rained today. The weather report called for blue skies.
Solution: It rained today, yet the weather report called for blue skies.

Problem: Sentence Variety

Example: Susan runs to school every morning. Susan talks to her friends before class. They don’t get to class
on time. Their teacher gets angry.
Solution: Susan runs to school every morning so she can talk to her friends before classes begin. However,
when the don’t get to class on time, their teacher gets angry.

Problem: Paragraph Focus

Example: I love computer games, model cars, and comic books. All are fun.
Solution: I enjoy many different types of leisure activities. My friends and I have a great time playing the latest
computer games with the most excitement and challenge. When I want to create something on my own, I build
model cars and take pride in getting every detail just right. Yet nothing beats my comic book collection if I want
to kick back and relax! With all of these things to do, I’m never bored.

 Give positive feedback. When reviewing your student’s essays, give positive feedback along with
talking about what needs improvement. Engage your student in the revision process by discussing the
mechanics of writing without disapproval of their ideas. Students should understand that writing is a
process and all writers revise their work. Remember, children need encouragement as much as
correction. Also, speak in private to avoid possible embarrassment.

 Encourage practice and revision. Suggest writing activities that relate to your child’s interests, such
as writing for the school newspaper or a club website. The fact that their writing will be published
provides an extra incentive to revise. Students should also practice interpreting writing prompts and
completing timed essays in preparation for standardized tests.

 Stress Reading: Good readers are good writers. If your child doesn’t read published essays,
newspaper editorials, or other nonfiction, they won’t know what good essay writing sounds like. Of
course, all reading will boost writing and vocabulary skills.