Literature Review on Children with Dysgraphia

Dysgraphia is one of the most learning disability faced by some of our students in schools and it is common in Fiji. According to Frye, he mentioned that dysgraphia is a learning disability that influence handwritings and fine engine abilities. Whereby students having difficulty on how to write and how to hold the pen while writing. Therefore, “it makes the process of writing laboriously slow, and the written product difficult to read” (Frye,2017). Every single child has some trouble with regards to composing or consummating handwriting. Be that as it may, if your child penmanship is reliably misshaped or vague, that might be brought about by a learning incapacity called dysgraphia. In this literature review I will be discussing on signs/symptoms of dysgraphia, weakness on dysgraphia, ways to overcome those weakness which is strengths and strategies and roles of teachers and parents in helping a child with dysgraphia.

Signs and Symptom

It tends to be hard to spot in students, as few out of every odd child creates education aptitudes at a similar rate. Nevertheless, there are some trademark indications of inconvenience which typically show up when a child initially figures out how to write. (Cicerchia,2017). “Kids with dysgraphia have unclear, irregular, or inconsistent handwriting, often with different slants, shapes, upper- and lower-case letters, and cursive and print styles. They also tend to write or copy things slowly”. (Roll,2017). According to Warren (2018), she also stated some of the signs and symptoms of impaired handwriting. The signs/symptoms are poor letter development whereby the letters are not being written in its proper way, a child does not want to write and complaining that his/her hands hurts when she writes, having difficulty in spacing words when writing sentences, cannot spell out the word correctly or having trouble in recalling the word to spell and also hand in incomplete homework or assignment. Thus, teachers need to take hid of those symptoms and provide many resources in order to facilitate/help those students and no students should left behind.

Weakness

“Children with dysgraphia often possess solid fine-motor and visual-motor skills, but have other weaknesses that affect both handwriting and other academic areas”. (Balsiger,2012). These include weak visual memory, poor sequencing abilities, and directionality or spatial shortcomings. Visual memory shortages can make handwriting troublesome, sway the capacity to recall word spellings (after the spelling test), and make disarray between little words when perusing (for/from). Early weakness shortcomings may show up as trouble figuring out how to tie shoes, inconvenience with retention of name/address, or trouble recollecting the letter set succession (without singing). Later weakness shortcomings incorporate issue with 'skip-counting', trouble recounting the months of the year in succession, and inconvenience recollecting the means of multi-step math activities. (Toffalini,2017).

Strategies/Strengths

Luckily, there are procedures and classroom facilities for dysgraphia that can help, including permitting the utilization of sound recorders and learning contact composing so PCs are utilized as an option in contrast to writing. (Cicerchia,2016). To add on, there are some strategies which can be used by teachers to helps students with impaired handwriting. Firstly, is the touch-type read and spell. (Cicerchia,2016). According to her, she mentioned that learning touch-typing can positively affect the execution of students with dysgraphia since it makes it less demanding to express thoughts recorded as a hard copy. Words course through the fingertips and onto the screen without the disturbance of controlling a pen or accurately dispersing characters. Secondly is use cursive or print, students should must practice cursive and print in their everyday lives, in order to avoid or reduce spacing within writing sentences or words. And also, students to more concentrate on practising cursive because “cursive script has fewer reversible letters and requires a steady movement and flow, which can be beneficial to individuals who struggle with fine motor skills”.

Role of a Teacher and Guardians

Open and direct correspondence between teachers, guardians and the child with a dysgraphic incapacity is vital to helping the child succeed scholastically. It is hard to completely comprehend a splendid fit youngster's disappointment with penmanship without likewise encountering the visual preparing troubles. Moreover, it is essential for the kid, teacher, and guardians to see dysgraphia from the others points of view to completely comprehend the consequences of the handicap (Cavey, 1993). The teachers and guardians need to comprehend that the child is working very hard and is not lazy. According to Cavey (1993), she has come up with some ideas of do's and don'ts for parents and teachers as follows for students with dysgraphia: They are as follows, try not to do their work or demand helping on the off chance that they don't need assistance. Do assist them with homework by perusing the assignments to them and rectifying spelling, yet just in the event that they wish you to do as such. Try not to humiliate them, call them languid, or demoralize them, either secretly or openly. Do support an organized yet warm climate. Handle them reliably - they need to recognize what is anticipated from them. Their conduct issues are normally the aftereffect of disappointment, not the reason for it. Try not to pardon them from typical duties or ordinary undertakings that they can do sensibly well. Do recall that 'indiscreet' mistakes are truly signs of their learning issues, not apathy. Do give acclaim when they have earned it, despite the fact that there may have been just a little increase in conduct or learning.

Conclusion

To conclude, a child with a learning disability needs patience and understanding from parents, teachers and himself/herself. Most importantly, teachers ought to know about the signs and indications of dysgraphia and not expel a tyke as just having messy handwriting. On the off chance that teacher begins to see a pattern of unintelligible composition, it is fitting for them to address whether this child has dysgraphia. Teachers should note which parts of the composition procedure are most troublesome for the kid. While dysgraphia frequently happens alongside another handicap, numerous understudies with dysgraphia can show high scholarly accomplishments in different subjects (Richards, 1999).