The chapter discusses writing disabilities and how the act of writing uses multiple brain functions. It describes dysgraphia as a disorder making writing difficult, which has three main types: dyslexic dysgraphia, motor dysgraphia, and spatial dysgraphia. Educators are told to understand students' specific writing struggles and teach skills to help those with writing disabilities.
The chapter discusses writing disabilities and how the act of writing uses multiple brain functions. It describes dysgraphia as a disorder making writing difficult, which has three main types: dyslexic dysgraphia, motor dysgraphia, and spatial dysgraphia. Educators are told to understand students' specific writing struggles and teach skills to help those with writing disabilities.
The chapter discusses writing disabilities and how the act of writing uses multiple brain functions. It describes dysgraphia as a disorder making writing difficult, which has three main types: dyslexic dysgraphia, motor dysgraphia, and spatial dysgraphia. Educators are told to understand students' specific writing struggles and teach skills to help those with writing disabilities.
The chapter discusses writing disabilities and how the act of writing uses multiple brain functions. It describes dysgraphia as a disorder making writing difficult, which has three main types: dyslexic dysgraphia, motor dysgraphia, and spatial dysgraphia. Educators are told to understand students' specific writing struggles and teach skills to help those with writing disabilities.
Part 1: Summary: In no more than three separate sentences, summarize the key information the author is conveying in this chapter. (Suggestion: Give a one-sentence summary for each of the major sections of the reading assignment.) The act of writing uses multiple brain functions, which helps students become better learners. Dysgraphia is a disorder that makes the act of writing or the process of turning thinking into writing difficult for students, and there are three major types: dyslexic dysgraphia, motor dysgraphia, and spatial dysgraphia. Educators need to understand that they can help students with writing disabilities by specifically teaching them writing skills and by determining exactly where the student is struggling when it comes to writing.
Part 2: Personal Response
Write the words, phrases, sentences that Write your thinking about what the author strike you. Note the page numbers. Provide says. Make connections to personal no more than three quotations across the text experience, other texts you’ve read, and/or to assignment. what you know about schools.
“Several studies show that handwriting is ● This was a little bit surprising to me. At positively linked to academic performance” first I wondered if maybe this was (p.135). because handwriting activates parts of the brain that help students learn, and after reading on I learned that this is most likely the case. ● Is good handwriting considered handwriting that is legible or handwriting that is extremely clear or fancy? ● Just because a student has bad handwriting doesn’t mean they aren’t smart. I know many students who achieved in school who didn’t have good handwriting. ○ Many people laugh about how bad a doctor’s handwriting is, yet they are some of the smartest people in our society.
“Writing relies heavily on speech because ● I have never thought about this, but it most of us sound out words in our head as makes a lot of sense. If we can’t we write them down” (136). pronounce words correctly in our heads it will be hard to spell them correctly. ● Students who have problems with speech will probably struggle with writing/spelling, which is important to know and be on the lookout for. ○ This is also important to know so that students with speech struggles aren’t misdiagnosed with a writing disability. ● Any time you hear a child mispronounce a word, offer them the correct pronunciation. This will help them when they go to spell the word. ○ This reminds me of Dr. Wolfe on the Brain to Brain videos, as she said that practice makes permanent, whether that practice is good or bad (this idea was also mentioned in this chapter). Make sure students are practicing the correct pronunciations.
“Other studies confirm that invented spelling ● I had never heard of invented spelling is developmentally based and can increase a before reading this chapter, but once I child’s achievement in spelling, reading, and did I was shocked to hear that it is writing” (p.139). good for students to practice at the beginning. I would think that this would be detrimental to learning growth. ● After reading further, it makes sense why this method is helpful at first, but teachers must try to move beyond this as soon as the students are ready, because practice makes permanent, and we don’t want students to practice the wrong spellings for words. This will set them up for hardships in later grades.
