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11 Strategies For Graphomotor

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					Title:
11 Strategies For Graphomotor Problems

Word Count:
492

Summary:
1. For children who have difficulty with orthographic coding, it may be
helpful to tape an alphabet line to the corner of their desk for easy
reference.

2. Students with graphomotor problems should be given extended time to
complete written assignments and/or a reduction in the volume of written
output. For example, if the exercise given is to correctly capitalize and
punctuate sentences or a passage, these should be provided to the student
in typed form so that he/she has...


Keywords:
Writing,problem,graphomotor,handwriting


Article Body:
1. For children who have difficulty with orthographic coding, it may be
helpful to tape an alphabet line to the corner of their desk for easy
reference.

2. Students with graphomotor problems should be given extended time to
complete written assignments and/or a reduction in the volume of written
output. For example, if the exercise given is to correctly capitalize and
punctuate sentences or a passage, these should be provided to the student
in typed form so that he/she has to only correct the work, rather than
write it and then correct it. Also, if the assignment is to answer the
questions at the end of the chapter in social studies, the student should
be required only to write the answers, not both questions and answers.
Additionally, he/she should be allowed to state answers in short phrases.
In other words, if the subject matter being assessed is knowledge of
information presented in the social studies chapter, it is this that
should be assessed, not how competent the student is with the physical
act of writing, or how much writing interferes with his/her ability to
demonstrate his/her knowledge of social studies.

3. Children with handwriting difficulties may need to be given the
opportunity to provide oral answers to exercises, quizzes, and tests.

4. Learning to type is helpful for these students. Writing assignments
should be done in stages. Initially, the child would focus only on
generating ideas. Next, he/she would organize his/her ideas. Finally, the
student would attend to spelling and mechanical and grammatical rules.
There are computer software programs available with spell and grammar
checks.
5. Students with graphomotor problems may need to be provided with
information presented on the board or on overheads in written form, such
as teacher-prepared handouts or Xerox copies of other students' notes.

6. Children with handwriting problems should be provided with written
outlines so that they do not have to organize lectures or class materials
themselves. This becomes particularly important in junior high grades.

7. Parents should be given the opportunity to purchase an extra set of
textbooks for the purpose of highlighting, particularly for content area
subjects. Also, notes may be made on Post-Its and then the Post-Its could
be attached to a larger sheet.

8. It is often necessary to use alternative grading systems for children
with graphomotor problems. One grade would be given for overall
appearance and mechanics of writing, and the second for content.

9. When writing reports, it may be helpful for the student to identify
his/her own errors and to correct these after learning specific
strategies to do so. He/she would then list his/her most frequent errors
in a workbook and refer to this list when self-correcting.

10. It should be stressed to school personnel that slow work habits are
often a result of graphomotor difficulties and do not reflect deficits in
motivation.

11. Electronic devices, such as the Franklin Speaking Spelling Ace may be
helpful for students with handwriting problems.

				
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Description: Strategies For Graphomotor