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1. REMEDIAL INSTRUCTION
IN WRITING
Prepared By: Trisha Mae L. Echeveria

2. OBJECTIVES
 At the end of the lesson, students will be able to have
better understanding to individuals who are experiencing
difficulty in writing.
 At the end of the lesson, students will learn upon
adapting different remedial activities for better learning
experiences in the field of remedial writing.
 At the end of the lesson, students shall be able to
address the factors which lead to disabilities in the
context of writing.

3. HOW IMPORTANT IS WRITING?
 Writing, as a means of communication, should be
appropriately use as it is used to bridge
communicating ideas.
 Teachers, in different fields, have found students
who exhibit severe writing difficulties, thus the
remedial instruction in writing is being held
accountable. (Kaminsky, 1981)

4. WHAT IS REMEDIAL WRITING?
 Remedial writing is intended to improve a person’s
ability to write especially when they see things that
are difficult.
 Remedial instruction in writing encourages the study
of the disability known as dysgraphia.

5. DYSGRAPHIA
Dysgraphia is a learning disability that affects
writing, which requires a complex set of motor and
information processing skills. People with dysgraphia
might have trouble organizing letters, numbers, and
words on a line or page.

6. TWO CLASSIFICATIONS OF DYSGRAPHIA
DIFFICULTIES;
The visual-spatial
difficulty
-trouble processing
what the eye sees.
The language processing
difficulty
-trouble processing
and making sense of what the
ear hears.

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

8. CAUSES OF DYSGRAPHIA
 Dysgraphia is biological based disorder with genetic and
brain bases. 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).

9. EFFECTS OF DYSGRAPHIA
Children and adults with dysgraphia will
become extremely frustrated with the task of writing
(spelling); younger children may
 Cry
 Pout
 Refused to complete writing assignments.
 Develop stress related illnesses.

10. REMEDY FOR DYSGRAPHIA
 Kinesthetic writing (writing with eyes closed or averted) is
a powerful reinforcer.
 Allow a student to answer questions orally or into a tape
recorder instead of writing.
 Modify written assignments so that less writing is required
and allows extended time to complete tests and
assignments.

11.  Teachers need to provide notes.
 Providing an outline.
 Playing with clay to strengthen hand muscles.
 Connecting dots or dashes to create complete letter
forms.

12. REMEDIAL INSTRUCTION IN WRITING
Remedial instruction is used as an intervention to
target basic skills. The basic premise of remedial instruction
is to help students ‘catch-up’ to their peers and thus prevent
ongoing academic issues (FTTA).

13. REMEDIAL INSTRUCTION IN WRITING
Once the remedial activities are carefully applied to
individuals who have problems in writing, the expected
traits will be developed such as;
 Self-confidence
 Motivation
 Interest in Learning
 Peer Support

14. We should change how we see
disabilities or any dysfunctional ties, The least
thing we could do is to support them and guide
all the way.

15. THANK YOU FOR LISTENING.
HAVE A GREAT NIGHT!