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+    Dysgraphia    Jane Iannacconi    Criteria & Assessment Strategies for Dysgraphia
+    Contents:    1. Definition    2. Types (4)    3. Interventions & Strategies    4. Levels of Interpretation    5. Addi...
+    Dysgraphia is a learning disability resulting    from the difficulty in expressing thoughts in               writing ...
+    Phonological:         Writing and spelling disturbances in which    the spelling of unfamiliar words, non-words,    a...
+    Surface:         Students have trouble with orthographic representations    of words, which makes the student rely to...
+    Mixed:    Students having trouble with mixing up letter formations and having    trouble with spelling tasks, a combi...
+    Semantic/Syntactic:    Students have difficulty with how words can be joined to make    complete and comprehensive ph...
An example of a second grade student’s handwriting withdysgraphia.
A second grade student’s handwriting who does not have adisability.
+    Interventions & Strategies                                    Surface    Phonological                      Cover-Writ...
+    Levels of Interpretation                              Writing Sub-skill     Subtest                              Gene...
+   The Human Brain
+    Additional Information and Strategies    http://www.ldinfo.com/dysgraphia.htm    http://sped.wikidot.com/strategies-f...
+    Crouch, A. L., & Jakubecy, J. J. (2007). Dysgraphia: How it affects a    student’s performance and what can be done a...
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Dysgraphia

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Transcript of "Dysgraphia"

  1. 1. + Dysgraphia Jane Iannacconi Criteria & Assessment Strategies for Dysgraphia
  2. 2. + Contents: 1. Definition 2. Types (4) 3. Interventions & Strategies 4. Levels of Interpretation 5. Additional Information 6. Reference
  3. 3. + Dysgraphia is a learning disability resulting from the difficulty in expressing thoughts in writing and graphing. Feifer’s 4 subtypes of Dysgraphia
  4. 4. + Phonological: Writing and spelling disturbances in which the spelling of unfamiliar words, non-words, and phonetically irregular words are impaired. These students tend to have trouble spelling by sounds and rely on the visual aspect of letters; therefore, because spelling is an auditory task, they will have trouble with spelling tests.
  5. 5. + Surface: Students have trouble with orthographic representations of words, which makes the student rely too heavily on sound patterns; the opposite of phonological dysgraphia.
  6. 6. + Mixed: Students having trouble with mixing up letter formations and having trouble with spelling tasks, a combination of the first two types. Recalling letter formations is hard for these students to do because there are so many instructions or rules that they get confused and; therefore, have inconsistent spellings of words.
  7. 7. + Semantic/Syntactic: Students have difficulty with how words can be joined to make complete and comprehensive phrases.
  8. 8. An example of a second grade student’s handwriting withdysgraphia.
  9. 9. A second grade student’s handwriting who does not have adisability.
  10. 10. + Interventions & Strategies Surface Phonological Cover-Write Method Alphabetic Phonics Fernald Method Making Words Visual Spelling Writing to Read Semantic/Syntactic Mixed Writing Skills for the Adolescent Musical Spelling Sentence Combining Language Experience Approach CAST - Universal Design for Learning CAST - Universal Design for Learning Step Up to Writing - (Sopris West) Software Strategies Software Strategies
  11. 11. + Levels of Interpretation Writing Sub-skill Subtest General lexicon of Vocabulary words Similarities Verbal flexibility Comprehension Verbal syntax Digit Span Working memory Letter-number sequence Visual/verbal flexibility Picture concepts Motor speed output Coding
  12. 12. + The Human Brain
  13. 13. + Additional Information and Strategies http://www.ldinfo.com/dysgraphia.htm http://sped.wikidot.com/strategies-for-students-with-dysgraphia http://www.ldanatl.org/aboutld/parents/ld_basics/dysgraphia.asp http://www.readingrockets.org/article/12770 http://www.ldonline.org/article/5890
  14. 14. + Crouch, A. L., & Jakubecy, J. J. (2007). Dysgraphia: How it affects a student’s performance and what can be done about it. TEACHING Exceptional Children Plus, 3(3) Article 5. Retrieved from http://escholarship.bc.edu/education/tecplus/vol3/iss3/art5
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