Written expression disorder or dysgraph

Dysgraph is a neurological disorder that makes it difficult for the individual to express themselves in writing. Scripture is one of the fundamental pillars within the educational system. However, it is not so easy for everyone.

Those who suffer from dysgraph usually have a problem when remembering how words are formed, or how is the line of letters. Of course, since writing is an elementary competition, this brings with it frustration in the student and it is important to highlight that it is not that the student has demotivation, but that it involves aspects of his brain. That is why, many children have a hard time taking paper and pencil and start making strokes like the rest of their classmates do.

Content

• Signs for the diagnosis of dysgraph
• Characteristics of dysgraph
• Start and Disorder Course
• DYSGROUND TREATMENT
  • Bibliography

Signs for the diagnosis of dysgraph

The word dysgrade comes from the Greek term "Dys which means 'prevented' and spelling, which translates as 'making hand letters'. Hence, dysgraph is also considered as a significant alteration of written expression capacity.

Dysgraph is a learning disorder characterized by writing difficulties. The signs of dysgraph can vary from one person to another, but here are some common signs to consider:

1. Illegible letter: The letter of a person with dysgraph is often illegible or difficult to read, even for someone who is familiar with his writing.
2. Difficulties to write online: People with dysgrade can have difficulty writing online and can write words that seem disorderly and disorganized.
3. Site handwritten difficulties: People with dysgrade can have difficulty writing by hand and can prefer to write with a keyboard.
4. Spelling problems: People with dives can have problems correctly spelling words and can make common spelling mistakes.
5. Slow writing: People with dysgrade often have difficulty writing quickly and may need more time than their classmates to complete writing tasks.
6. Difficulties with the organization and structure of the text: People with dysgrade can have difficulty organizing their thoughts and structuring their writing in prayers and coherent paragraphs.
7. Difficulties to copy: People with dysgrade can have difficulty copying words and phrases from a precision book or slate.

This condition, in the same way, usually presents a combination of deficits in the composition of written texts, showing grammatical or punctuation errors, poor organization of the paragraphs, multiple spelling errors, and very deficient spelling. It should not be diagnosed if there are only spelling or bad calligraphy faults.

Dysgraph does not have to be due to a cognitive deficit or having received inappropriate schooling, but is multifactorial.

Most children with this alteration fatigue in the classroom, since writing requires great effort for them; also, leads them to lack of attention and feeling frustration by not being able to follow the same pace as their classmates.

Something so apparently "simple", such as controlling the size or shapes of the letters, can be very exhausting for the little ones with dysgraph and this, in the end, could even take him when he wanted to abandon his studies.

Characteristics of dysgraph

As for the characteristics of the dysgraph, the following are usually observed:

1. Since the school process begins, children have a lot of effort to write and make it more slowly than the rest of the class.
2. Appears at the beginning of schooling and can increase;
3. The strokes are not uniform;
4. Different sizes in letters and words in general;
5. Slow movements when writing, rigid and tense;
6. Difficulty organizing each letter within a word, or a word within a sentence;
7. Incorrect posture at the time of writing;
8. Lack of control in the pressure exerted in the pencil;
9. Lyrics, or spelling, very difficult to understand;
10. Mirror -shaped writing, that is, as if they were a mirror, vice versa;
11. Irregular or incorrect spaces in letters, words, or syllables;
12. Poor presentation of work as a result of having made several attempts to erase the words to rewrite them;
13. Incorrect use of upper and lower case;
14. Letters omission;
15. Text with inclinations, among others.

Start and Disorder Course

Dysgramus usually appears in childhood, When children start learning to write, and can persist until adulthood if it is not properly treated. Although signs can be noticed in preschool or at the beginning of the 1st Basic course, this course is not usually diagnosed until the end of this course, and it is common for the disorder to be revealed in the 2nd course. Little is known about its long -term forecast.

The signs of the dysgraph can include difficulties in writing and organized letters, difficulties in writing online and difficulties to structure and organize their writing in prayers and coherent paragraphs. Over time, dysgrade can affect the academic development and child's self -esteem, especially if you experience difficulties in school and social situations.

As the child grows, the difficulties of dysgraph can change and manifest in different ways. For example, the child may have difficulty writing by hand, to correctly spell the words or to copy words and phrases of a precision book or slate. In addition, dysgraph can have an impact on the child's self -esteem and confidence, especially if you experience difficulties in school and social situations.

It is important to highlight that Dysgraph does not disappear alone and that, if not properly, can persist until adulthood and affect the quality of life of the person. Therefore, it is important to seek professional help as soon as possible to diagnose and treat dysgraph effectively, using specialized educational therapy, training of cognitive skills and other specific techniques to improve child writing skills.

DYSGROUND TREATMENT

Dysgraphic treatment implies addressing the specific difficulties of the person in writing and improving their writing skills. Treatment may include specialized educational therapy, cognitive skills training, and emotional and psychological support to help the person handle the difficulties they face in their daily lives.

Some of the techniques and strategies that can be used in the treatment of dysgrade include:

1. Exercises to improve fine motor skills: Specific exercises to improve fine motor skills can help the person develop fine and precise motor skills necessary for writing.
2. Training in writing technique: Teaching adequate writing techniques, such as adequate posture, pencil grip and stroke direction, can improve the person's ability to write effectively.
3. Exercises to improve spelling: Exercises to improve spelling can help the person learn the spelling rules and correctly spell the words.
4. Training in the use of support technology: The use of support technology, such as text processing programs, can help the person write more effectively and correct spelling errors.
5. Emotional and psychological therapy: Emotional and psychological therapy can help the person handle anxiety, stress and frustration related to dysgraphic and improve their self -esteem and trust.

Before calling a "careless" or "lazy" boy, you must observe what really happens with their performance, since this type of disqualifier usually affects their self -esteem, as well as cause greater anxiety, additional to which they already live in the classroom.

It is also important that the child rests before proceeding with the review of his text. Likewise, it is suggested to make an orderly list that includes some tasks such as spelling, grammar, ideas order, cleaning, among others.

At home, you can also do some additional tasks, such as practicing using the keyboard; Download voice applications so that words are translated into text and the little one observe, among others. But, above all, you should avoid injuring the emotions of the little ones who live with this condition of dysgrade.

Reading or dyslexia disorder

Bibliography

• Orza, j. G., Lazcano, m. M., & Alvarez, F. V. (2002). Scripture processing alterations: surface dysgraph. Spanish Neuropsychology Magazine, 4(4), 283-300.
• Pérez, J. TO. P., & Quirós, J. M. S. (1990). Dysgraphic rehabilitation. PRESCHOOL AND SPECIAL EDUCATION SCIENCES.
• Torres, r. M. R., & Fernández, P. F. (2004). Dyslexia, dysortography and dysgraph. Pyramid.
• Viso, j. R. (2003). Prevent and re -educate dysgraph. Madrid, Spain: ICCE publications.