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Writing, Dysgraphia and the Human Brain
The document discusses the complexities of writing and dysgraphia, emphasizing that writing is a cognitively demanding task that utilizes multiple brain functions including memory and executive functioning. It highlights that specific learning disabilities, such as dysgraphia, can hinder a child's ability to express themselves in writing due to difficulties with spelling, grammar, and organization. Effective interventions and the importance of handwriting instruction are also addressed as vital components in improving writing skills.
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Writing, Dysgraphia and the Human Brain
- 1. Stern Center forLanguage and Learning Dysgraphia Williston, Vermont 183 Talcott Road | Suite 101 Williston, VT | 05495 Toll free | 800-544-4863 Phone | 802-878-2332 Fax |802-878-0230 West Lebanon, New Hampshire 1 Oak Ridge Rd., Unit 9B West Lebanon, NH | 03784 Phone | 603-276-3165 Fax | 603-653-5606 BECAUSE ALL GREAT MINDS DON’T THINK ALIKE Melissa Farrall, Ph.D. mfarrall@sterncenter.org
- 2. Stern Center forLanguage and Learning www.sterncenter.org • It is not language that separates us from the animal kingdom, it is print. • Written expression is the most cognitively demanding task that humans perform. It stresses our language system, our spatial system, working memory, and our fine-motor skills. Writing & the Human Brain
- 3. Stern Center forLanguage and Learning www.sterncenter.org • If we can learn to read, then we can learn to write simply by applying our skills in the reverse direction. MYTH about Writing:
- 4. Stern Center forLanguage and Learning www.sterncenter.org • The orthographic processor takes in a string of letters and extracts essential features from each letter that differentiates them from other letters. Recognizing Print (Reading)
- 5. Stern Center forLanguage and Learning www.sterncenter.org • The act of writing letters requires a more precise knowledge of letter formation. Writers have internalized the sequence and direction of each stroke in a letter. Forming Letters (Writing)
- 6. Stern Center forLanguage and Learning www.sterncenter.org • Writing forces us to make connections, organize our thoughts, and think them through with sequence and logic. • When we write about science, history, and language arts, we learn. We think deeply about our subject. • Literacy is not just about reading; it is about writing. What do good writers do?
- 7. Stern Center forLanguage and Learning www.sterncenter.org • Chall (1983) said that we move from “learning to read to reading to learn.” The same is true of written expression. • Writing is a tool for learning. Why Do We Teach Writing?
- 8. Stern Center forLanguage and Learning www.sterncenter.org Working Memory Emotion Thinking STM LTM Executive Functioning From the Inside: Writing relies heavily on memory & executive functioning
- 9. Stern Center forLanguage and Learning www.sterncenter.org • Writing Components • Graphomotor Skill • Letter Formation • Spelling Rules & Exceptions • Capitalization • Punctuation • Word Choice • Sentence Structure • Sequence & Organization • Knowledge of Topic Working Memory is like a stage.
- 10. Stern Center forLanguage and Learning www.sterncenter.org Aspect of Executive Function Writing Function Initiating Idea Generation, Independent Learner Sustaining Tracking Thoughts, Focus, Flow Inhibiting Refrain from Impulsivity and Distraction Shifting Transitioning Organizing Structure and Transitions Planning Spacing, Cohesive Ties Self-Monitoring Observant and Aware Executive Function & Writing
- 11. Stern Center forLanguage and Learning www.sterncenter.org • Research indicates that automatic letter writing is the best predictor of length and quality at the primary school level (Berninger et al., 1997) and at the secondary level (Connelly, & Hurst, 2001). • Handwriting is a critical cog in the development of writing skill (Berninger, Cartwright, Yates, and Abbot, 1994). • Explicit handwriting instruction can prevent writing difficulties (Graham, Harris, Fink, 2000). A Few Comments on Handwriting
- 12. Stern Center forLanguage and Learning www.sterncenter.org • Technology is not a substitute for learning how to print or do cursive. –It is important for the development of spelling and…in turn, reading. –By the time that technology is made available for writing, it is already too late. Learning to write depends on handwriting skill. A Few More Comments on Handwriting:
- 13. Stern Center forLanguage and Learning www.sterncenter.org • Children with language disorders will find it hard to put their thoughts on paper. Not All Writing Challenges are Alike
- 14. Stern Center forLanguage and Learning www.sterncenter.org • Dysgraphia: The term means “disordered writing.” It has its roots in poor handwriting, spelling, and written grammar. Writing Gone Awry…
- 15. Stern Center forLanguage and Learning www.sterncenter.org According to IDEA, SLD is: – a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation*, of emotional disturbance, or of environmental, cultural, or economic disadvantage.” (20 U.S.C. § 1401 (30)) *Now known as intellectual disability Specific Learning Disability
- 16. Stern Center forLanguage and Learning www.sterncenter.org • Difficulties learning and using academic skills, as indicated by the presence of al least one of the following symptoms that have persisted for at least 6 months, despite the provision of interventions that target those difficulties: • Difficulties with spelling (e.g. may add, omit, or substitute vowels or consonants) • Difficulties with written expression (e.g. makes multiple grammatical or punctuation errors within sentences; employs poor paragraph organization; written expression of ideas lacks clarity) DSM-5 Definition: Specific Learning Disorder
- 17. Stern Center forLanguage and Learning www.sterncenter.org • Visual-Spatial Difficulties • Fine Motor Difficulties • Language Processing Issues • Spelling Issues/Handwriting Issues • Grammar and Usage Problems • Organization of Written Language Signs of Dysgraphia
- 18. Stern Center forLanguage and Learning www.sterncenter.org • Difficulty learning and writing the alphabet. Signs of Dysgraphia in Young Children
- 19. Stern Center forLanguage and Learning www.sterncenter.org Skill Intervention Motor Handwriting Instruction Keyboarding Instruction Voice Recognition Spelling Alphabetic Phonics Spellography Language Vocabulary/Word Structure Sentence Structure Linking Words Executive Functioning Graphic Organizers Outlines Inspiration/Kidspiration Self Monitoring Teacher & peer review COPS Strategy Rubrics for Self Checking Research Based Dysgraphia Interventions (Steven G. Feifer)
- 20. Stern Center forLanguage and Learning www.sterncenter.org • In the field of reading, we often discuss the relationship between listening comprehension and reading comprehension. • In the field of writing, we should be discussing the relationship between what we understand, what we can express orally, and what we can write. • Do not be afraid to consult with your speech and language pathologist over written language concerns. The Connection Between Written Language and Oral Language
- 21. Stern Center forLanguage and Learning www.sterncenter.org • Written language piggybacks on the oral language system. When students have difficulty formulating sentences and when they write with a poor written vocabulary, they may be showing signs of a speech and language impairment. Written language has a way of taxing the oral language system in ways Mother Nature never imagined. Sometimes the treatment of the written language problem also includes work in oral language. Final Thoughts
- 22. Stern Center forLanguage and Learning www.sterncenter.org Thank You! Melissa Farrall, Ph.D. mfarrall@sterncenter.org Director of Evaluation Stern Center for Language and Learning www.sterncenter.org | 802-878-2332