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Writing can be challenging for children with LD. Those who have difficulties with reading and languages, spells, memory, attention, organization, sequencing and fine coordination, often fight with handwriting and written expression. Since children move up at school, the situation is by the need to acquire, acquire, acquire, acquire and organize information.
Children to help support these important skills requires the understanding of their specific problems and addressing with strategies that have proven to be successful.
Children in elementary school are encouraged to write the way they speak. The focus is on writing legibly and invented spelling is acceptable as long as the word is recognizable. However, these tasks can be a challenge for children with LD, which often need explicit lessons in the letter formation, which is rarely taught in today's classroom.
For students who are on the side to fight letters and words, make sure they first make sure they use pens or pencils that are comfortable for them. Contact a professional or physical therapist who can teach your child how the pencil can fit properly and with a good attitude, both can make the writing of writing easier.
- script and word spacing problems can be caused by fine motor or room perception difficulties. Many young children benefit from writing and pasting individual words on one side.
Children with read bindings also have to have problems with spelling. Multi-existing structured language (MSL) programs help children to learn the sounds of the letters and how they are mixed in syllables and words by instructions when listening, speaking and writing.
An MSL program, which proceeds to read MSL program, must be taught by a trained specialist. Children who are fighting and writing are also benefiting from explicit lesson in spelling, as they do not know how to spell it is an important street block for writing.
Finally, children should have asked the persistent difficulties with telling stories with questions about extending their thinking ("Why?" "What happened next?"). Permanent difficulty with an oral narrative suggests that a language rating is required.
At the time where children come to middle school, they may have good ideas, but to download on paper, can be on the challenge. It does not just require that he remember and fix their ideas, but also manage the handwriting, spelling, punctuation, vocabulary and grammar. To make the writing easier, the tasks can be handled one more than several days.
When children go through the school, the write requests become larger. At the time they are in high school, it is expected to read and understand a variety of and difficult texts and integrate much information in long, complex papers.
Students best write when they are busy with the topic. The topic selection may need to be negotiated with the class teacher.
Research and organization were considerably facilitated by assistive technology. However, it is still advisable to work closely with the teacher in these phases to get feedback as the paper is being developed.
While students should be encouraged to develop their writing skills, some with LD should be noted that oral or graphic presentations are a profitable alternative to a lengthy written report.
Miriam Tscherkes-Julkowski, Ph.D is an educational consultant and diagnostics.